ESCUCHA Y HABLA

2
PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de junio de 2012.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 1,126 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Mtro. Julio Alfonso Martínez Romero
Director Académico
Dr. Manuel Valenzuela Valenzuela
Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia
Director de Planeación
Ing. Raúl Leonel Durazo Amaya
LISTENING AND SPEAKING
Módulo de Aprendizaje.
Copyright ©, 2011 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Tercera edición 2012. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
COMISIÓN ELABORADORA:
Elaborador:
Jesús Moisés Galaz Duarte
Revisión Disciplinaria:
Edna Elinora Soto Gracia
Corrección de Estilo:
Diana Patricia Lugo Peñúñuri
Apoyo Metodológico:
Jesús Moisés Galaz Duarte
Supervisión Académica:
Mtra. Luz María Grijalva Díaz
Diseño:
María Jesús Jiménez Duarte
Edición:
Cynthia Deyanira Meneses Avalos
Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López
Coordinación General:
Dr. Manuel Valenzuela Valenzuela

3
PRELIMINARES
Ubicación Curricular
HORAS SEMANALES:
03
CRÉDITOS:
06
DATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________
COMPONENTE:
FORMACIÓN PARA EL
TRABAJO
CAPACITACIÓN PARA EL
TRABAJO:
IDIOMAS (INGLÉS)

5
PRELIMINARES
Presentación .........................................................................................................................................................7
Mapa de asignatura..............................................................................................................................................8
BLOCK 1: CONSIDERING PRONUNCIATION AND LISTENING SKILLS..............................................9
Didactic sequence 1: Pronunciation...................................................................................................................10
• Tongue twister.............................................................................................................................................11
• What is word stress?...................................................................................................................................13
• Rules of word stress in English...................................................................................................................14
• Word stress .................................................................................................................................................18
Didactic sequence 2: Listening skills .................................................................................................................29
• Reading ......................................................................................................................................................29
• Telephone game.........................................................................................................................................31
• Listening skills.............................................................................................................................................32
• Listening skills are critically important part of successful communication................................................35
• Listening is an active process involving three parts...................................................................................38
• Tips for improving listening skills................................................................................................................40
• Discussion article: “what are the keys to being a good listener?”.............................................................42
• The definition of listening skills ...................................................................................................................44
• Crossword puzzle .......................................................................................................................................47
BLOCK 2: IDENTIFYING TYPES OF SPEECH .....................................................................................53
Didactic sequence 1: Demonstrative speech/process speech or dialogue .....................................................54
• Understanding speech ...............................................................................................................................61
• How to outline a demonstrative speech.....................................................................................................63
• How to give a demonstrative presentation.................................................................................................64
Didactic sequence 2: Persuasive speech or dialogue.......................................................................................81
• A persuasive speech ..................................................................................................................................83
• Persuasive speaking topic mistakes ..........................................................................................................84
• Persuasive speaking is very similar to persuasive writing .........................................................................89
• Persuasive speech outline explained .........................................................................................................91
Didactic sequence 3: Entertainment speech or dialogue..................................................................................97
• How to develop an entertaining dialogue or speech topic ......................................................................100
BLOCK 3: BUILDING HEALTHY HABITS...........................................................................................111
Didactic sequence 1: Informative speech........................................................................................................112
• Informative speech or dialogue ...............................................................................................................114
• Informative speech topics ideas...............................................................................................................119
Didactic sequence 2: Instructional speech ......................................................................................................128
• How to deliver an “instructional speech” .................................................................................................131
• Informative speech topics ........................................................................................................................133
Bibliography ......................................................................................................................................................143
Índice

7
PRELIMINARES
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso
que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las
competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un
mismo propósito en un determinado contexto.
El presente Módulo de Aprendizaje de la asignatura Listening and Speaking, es una herramienta de suma importancia,
que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en
los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel
nacional.
El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de
estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios
local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y
cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a
abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos
conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que
tu aprendizaje sea significativo.
Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que
realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, binas o equipos.
Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de
campo, etc.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa,
de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una
visión general del logro de los aprendizajes del grupo.
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a
través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el
propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este
ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para
mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la
finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las
actitudes de responsabilidad e integración del grupo.
Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que
les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que
contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser
receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización
de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir
juntos.
Presentación

8
PRELIMINARES
Listening and
speaking
Block 1:
Considering pronunciation
and listening skills.
Didactic sequence 1:
Pronunciation.
Listening skills.
Block 2:
Identifying types of
speech.
Demonstrative speech /
Process speech or dialogue.
Persuasive speech or
dialogue.
Entertainment speech or
dialogue.
Block 3:
Building healthy habits.
Informative speech.
Instructional speech .

Tiempo asignado: 15 horas
Considering pronunciation and listening skills.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
 Infiere la correcta utilización de elementos importantes en el idioma Inglés.
 Investiga y hace uso de elementos sencillos del lenguaje como son pronunciación, la habilidad de escuchar y el
propósito de esta destreza; en situaciones sencillas de socialización, recreación y laboral.
Atributos a desarrollar en el bloque:
Durante el presente bloque se busca desarrollar los siguientes atributos de las competencias genéricas:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos loca,
nacional e internacional.

10
CONSIDERING PRONUNCIATION AND LISTENING SKILLS
Didactic Sequence 1.
Pronunciation.
Start Up Activity
1. Look at the cartoon. Could you guess what a “tongue twister” is? Discuss your answer with two partners.
2. Write your conclusion here:
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
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Activity: 1

11
BLOCK 1
Get together in groups of three and practice the “Tongue-Twisters” given below.
Remember that a tongue-twister is a sequence of words that is difficult to pronounce
quickly and correctly. Even native English speakers find the tongue-twisters on this page
difficult to say quickly. Each member of the team takes turns to try pronouncing the
tongue twisters. Say them as fast as possible, but correctly!
A proper copper coffee pot.
Around the rugged rocks the ragged rascals ran.
Long legged ladies last longer.
Mixed biscuits, mixed biscuits.
A box of biscuits, a box of mixed biscuits and a biscuit
mixer!
Peter Piper picked a peck of pickled pepper.
Did Peter Piper pick a peck of pickled pepper?
If Peter Piper picked a peck of pickled pepper,
where's the peck of pickled pepper Peter Piper picked?
Pink lorry, yellow lorry.
Red leather, yellow leather, red leather, yellow leather.
She sells sea-shells on the sea-shore.
The sixth sick Sheik's sixth sheep is sick. [Sometimes described as the hardest tongue-twister in the
English language.]
Swan swam over the pond,
Swim swan swim!
Swan swam back again -
Well swum swan!
Three grey geese in green fields grazing.
We surely shall see the sun shine soon.
Now be creative and write you own tongue twister or if you have access to internet search for one.
________________________________________________________________________________________________
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________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Compare results with the rest of the teams. Then, memorize one the tongue twisters you analyzed and say it in
front of the class. Have Fun!
Activity: 1 (continuation)

12
Evaluation
Activity: 1
Product: Tongue twisters, group
discussion, questionnaire and
conclusions.
Score:
Knowledge
Conceptual Procedimental Attitudinal
Practices tongue twisters and
discusses strengths and
weaknesses of pronunciation in
teams.
Applies previous knowledge to
identify strengths and weaknesses
of English pronunciation.
Shows openness to feedback
provided by the teacher and
classmates.
Co-evaluation
C MC NC
Rating awarded by the teacher
How did your team do on the activity? Excellent ______ Good _____ Not good ______ Bad _____
Why do you think you were _____________? _____________________________________________
________________________________________________________________________________________________
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Were the tong twisters difficult to pronounce? Yes _____ No ______
Why? ____________________________________________________________________________________________
_________________________________________________________________________________________________
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What did you or your classmates do when you had pronunciation problems?
________________________________________________________________________________________________
Have you ever spoken to a native English speaker and have difficulties to understand him or her?
Yes ___ No ____
What do you do when that happens? _________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Do you want to understand English better? Yes _____ No _____
What do you think you have to do to understand English better? __________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Do you want to speak English clearly and confidently? Yes _____ No _____
What would you do to speak English clearly and confidently? _____________________________________________
_________________________________________________________________________________________________
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13
BLOCK 1
Development activities
What is “Word Stress”?
Word Stress refers to the process whereby particular syllables (or parts of words) are
stressed within a whole word. In general, Sentence Stress is more of a consideration for
overall fluency. Everybody wants to be able to speak English like a native speaker;
However, English pronunciation is always a big problem to many learners. Bad
English pronunciation may confuse people even if you use advanced English
grammar. We can use simple words and simple grammar structures that make
people understand you but we cannot use "simple pronunciation". On the other hand,
good English pronunciation will make people understand you easily and be willing to
listen to you!
You will say that we learn English just for communication; although we speak English with a strong accent, native
speakers can understand us, that's enough. But you should know it is not pleasant to listen to bad pronunciation! For
example, if you are watching T.V. you may want to change the channel when a journalist covers a person who speaks
English without good pronunciation, because that will make the reporter and sometimes even the interviewer feel
uncomfortable although both may be able to speak English fluently as well.
So, how to speak English clearly and confidently? There are two ways: practice and practice! First, practice speaking
each word clearly then, practice speaking each sentence clearly. Bad pronunciation can be a serious problem if it
negatively affects understanding, but we do not need to aim for native-speaker perfection. There is nothing wrong with
sounding foreign, but it is important to be intelligible.
Pronunciation is closely linked to the ear, and listening is a vital part of developing this area. Listening to a model on
tape, CD or video, or using your own voice as a model will be the most effective way of doing this. Teachers will call
upon you as a model, in some cases, very frequently. You need to recognize the value of being a native speaker of
English and adventure it. Reading individual words aloud will help you a lot, because if you catch a mispronunciation
you will be able to identify it.
English is not Phonetic
Always remember that English is not "phonetic". That means that we do not always say a word the same way that we
spell it. Some words can have the same spelling but different pronunciation, for example:
Audio: I like to read.
Audio: I have read that book.
Some words have different spelling but the same pronunciation, for example:
Audio: I have read that book.
Audio: My favorite color is red.
Another aspect you should keep in mind is that English alphabet consists of 26 letters, but it has double that number of
sounds: “52”. Knowing and recognizing the sounds will help you with good pronunciation. Of course, everybody knows
that good pronunciation helps our speaking. But do you know that good pronunciation also helps our listening?
How do you think this information affects your English pronunciation and listening skills?
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14
Rules of word stress in English.
There are two very simple rules about word stress:
1. One word has only one stress. That means that one word cannot
have two stresses. If you hear two stresses, you hear two words.
Two stresses cannot be one word. It is true that there can be a
"secondary" stress in some words. However, a secondary stress
is much smaller than the main [primary] stress, and is only used
in long words.
2. We can only stress vowels, not consonants.
These rules can help you understand where to put the stress; but don’t
forget that there are many exceptions. It is recommended to try to "feel"
the music of the language and to add the stress naturally ask your
teacher for help.
1st
RULE Stress on first syllable:
Rule Example
Most 2-syllable nouns PRESent, EXport, CHIna, Table
Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy
1. Two syllable words:
a) Noun/Adj. of 2 syllables: Stress 1st syllable:
Ex: Student, table, sticker, happy, random, courage.
Except: Machine, event.
b) Verbs of 2 syllables, stress 2nd syllable:
Ex: To admit, to intent, to construct.
c) Verbs of 2 syllables ending with OW, EN, Y, EL, ER, LE, ISH: Stress 1st syllable.
Ex: To open, to follow, to hurry, to struggle, to flatter, to finish.
2nd
RULE Stress on last syllable:
Rule Example
Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to begin
2. Two or three syllable words stress 3rd syllable counting backwards:
Ex: To celebrate, curriculum, to unify.
Except: To develop, imagine, banana.
English tip 1
There are many two-syllable words in English whose meaning and class change with a change in stress. The word
present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite
of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export,
import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second
syllable.
Word
Number
of
syllables
dog dog 1
green green 1
quite quite 1
quiet qui-et 2
orange or-ange 2
table ta-ble 2
expensive ex-pen-sive 3
interesting in-ter-est-ing 4
realistic re-al-is-tic 4
unexceptional un-ex-cep-tio-nal 5

15
BLOCK 1
3rd
RULE Stress on penultimate syllable (penultimate = second from end):
Rule Example
Words ending in –ic GRAPHic, geoGRAPHic, geoLOGic
Words ending in -sion and -tion teleVIsion, reveLAtion
3 suffixes:
a) Stress before CIV (consonant-I-vowel).
Ex: Australia, religious, physician.
b) Stress before IC.
Ex: Titanic, Panasonic, Pacific.
Except: Rhetoric, lunatic, catholic, arithmetic, politics, Arabic.
c) Stress on the following ending syllables: ADE, OO, OON, EE, EEN, EER, ESE, ISE, IZE, AIRE, SELF.
Ex: Pickaboo, millionaire, cocoon, analyze, engineer, themselves.
d) Stress before TION, TAL.
Ex: Tradition, continental.
4th
RULE Stress on ante-penultimate syllable (ante-penultimate = third from end):
Rule Example
Words ending in -cy, -ty, -phy and –gy deMOcracy, dependaBIlity, phoTOgraphy, geology
Words ending in –al CRItical, geological
4th
RULE Compound words (words with two parts):
Rule Example
For compound nouns, the stress is on the first part BLACKbird, GREENhouse
For compound adjectives, the stress is on the second
part
bad-TEMpered, old-FASHioned
For compound verbs, the stress is on the second part to underSTAND, to overFLOW
English tip 2
For a few words, native English speakers don't always "agree" on where to put the stress. For example, some
people say teleVIsion and others say TELevision. Another example is: CONtroversy and conTROversy.

16
Evaluation
Activity: 2 Product: Drawings and writing. Score:
Knowledge
Identifies strengths and
weaknesses through a listening
skills activity.
Practices listening skills and
identifies strengths and
weaknesses.
provided by the teacher and
classmates.
Auto-evaluation
C MC NC
Listen carefully and pay attention to the instructions. Identify the order given. The audio
will be played to you ONCE. Follow whatever you hear and make or do what is required.
After your listening exercise, your teacher will draw and write each sentence on the
board. Then, compare your work with your teacher and classmates’ drawings and
sentences.
Activity: 2

17
BLOCK 1
Focus on the following English vowels pronunciation table for Spanish speakers.
Identify and practice vowels in pairs and provide feedback to each other.
Letter Pronunciation Observations Examples
A
Ei
a) When it is tonic at the end of syllable or
followed by consonant and silent e.
b) Before mb, nci, ng, ste.
Fate, Agent,
Chamber, Ancient,
Change, Waste
O
a) Before l or ll.
b) Before or after w.
Already, water
A Before r. Far
E
I
When it is tonic at the end of syllable or followed by
consonant and silent e.
Scene, Me, The
E
In other words sometimes it sounds like open e and
others as closed French e sound.
Meridian, Meter
I
Ai
b) Before gh, ght, gn, ld, nd.
c) In some monosyllables and voices that
precede one or more consonants followed by
silent e.
Pine, Idol, Idle,
High; Night , Sign;
Mild, Find, I,
Biography
Globalize
License
I d) When it is not followed by silent e. Pin, Fin
Ae e) When it is followed by r. Sir; First
O
Ou
b) Before ld, lt, st.
Vote, open, bold;
bolt; most
O c) When it is not followed by silent e. Boy, toy
Ae
d) In the words of more than one syllable or
terminations tion.
Admiration
U
e) In some cases such as:
f) With the following verbs:
who; do; woman
to prove; to move;
to lose
U
Iu
Tune, Usual
U b) In the following words:
rule; bull; crude;
put; true
Iú
c) At the end of a strong syllable and when it is
preceded by a consonant followed by silent e.
pupil; tube; duty
I d) In some words such as: busy; building
Evaluation
Activity: 3 Product: Pronunciation practice. Score:
Knowledge
Analyzes the rules of
pronunciation and
communicates them to
classmates.
Determines and applies listening
skills and English pronunciation
skills.
Appreciates pair work and shows
openness to feedback provided
by the teacher and classmates.
Co-evaluation
C MC NC
Activity: 3

18
Write the stressed syllable with capital letters.
Word Stress Pattern
tea-cher
beau-ti-ful
un-der-stand
con-ti-nue
con-ti-nu-a-tion
black-board
Stress determines vowel pronunciation. Stressed syllables have the full vowel sound, and unstressed have reduced
vowels. Find on your dictionary 5 words and fill in the chart with their vowels sounds and patterns.
Word Vowel sounds Pattern
Banana
Photograph
Photography
Photographer
Work with a partner and practice pronunciation of stressed syllables.
de.SIGN a.BOUT AF.ter CA.na.da
graf.FI.ti in.DIF.fe.rent A.ri.zo.na a.VAI.la.ble
ca.fe.TE.ri.a LA.bo.ra.to.ry va.NIL.la u.ni.VER.si.ty
Evaluation
Activity: 4 Product: Word stress practice. Score:
Knowledge
Recognizes stressed words to
be practiced with a partner.
Applies his/her knowledge in oral
practice.
Shows ability and positive attitude
when listening to feedback.
Co-evaluation
C MC NC
Stressed syllables are longer, louder, and higher pitched. They have a full, clear vowel.
Unstressed Syllables are softer, shorter, with neutral pitch. Now In pairs, identify and
practice the following.
Activity: 4

19
BLOCK 1
Evaluation
Activity: 5 Product: Listening practice. Score:
Knowledge
Recognizes information through
a listening exercise.
Applies his/her listening skills when
identifying sentences.
when listening. Is opened to
feedback.
Auto-evaluation
C MC NC
Listen to the sentences attentively. Underline the sentence that you hear and then choose
the corresponding answer.
1. "Why doesn't he like the desert?" or "Why doesn't he like the dessert?"
a. It's too dry.
b. It's too sweet.
2. "What does he think of Europe?" or "What does he think of your rope?"
a. It's a wonderful place to go.
b. It's not strong enough.
3. "Is it elementary?" or "Is it a lemon tree?"
a. No, it's very advanced.
b. No, it's an orange tree.
4. "I like that greenhouse very much." or "I like that greenhouse very much."
a. Really? Can you see many plants there?
b. Really? I like the blue one.
5. "What does "eligible" mean?" or "What does "illegible" mean?"
a. It means qualified.
b. It means difficult to read.
6. "Tom likes pineapples." or "Tom likes pie and apples."
a. Yes, they are his favorite fruit.
b. Yes, he always eats them for breakfast.
Activity: 5

20
Evaluation
Activity: 6
Product: Presentation about the
chosen topic and evaluation rubric.
Score:
Knowledge
Recognizes information through
a listening exercise.
Applies his/her listening skills when
identifying word stress.
when listening words and Is
opened to feedback.
Auto-evaluation
C MC NC
Write on the line the syllable that you expect to be stressed for items 1-5. Then listen to
the audio and check your answers by identifying the correct stress.
1. Blackboard ________________________
2. Bluebird ________________________
3. Toothbrush ________________________
4. Bookstore ________________________
5. Keyboard ________________________
6. Read the note that's on the ________________
a. blackboard
b. black board
7. There's a lovely ___________ on the birdfeeder.
a. bluebird
b. blue bird
8. Sara works in a __________.
a. greenhouse
b. green house
Activity: 6

21
BLOCK 1
Evaluation
Activity: 7 Product: Word stress exercise. Score:
Knowledge
Practices word stress by
answering the exercise
Applies his/her knowledge by
answering a questionnaire.
and is opened to feedback.
Auto-evaluation
C MC NC
Choose the correct answer for the questions below.
1. Which 2-syllable word has a different stress pattern from the others?
a) Police.
b) Mother.
c) Student.
d) Money.
a) Career.
b) Shampoo.
c) Balloon.
d) Problem.
a) Cinema.
b) Saturday.
c) Umbrela.
d) Manager.
a) Potato.
b) Paragraph.
c) Computer.
d) Professor.
5. Which of these adjectives beginning with ‘un’ or ‘in’ has the stress on the final syllable?
a) Informal.
b) Unhappy.
c) Unfriendly.
d) Unemployed.
6. In which sentence does the speaker want to tell us that John’s car is not second hand?
a) John’s bought a new car.
b) John’s bought a new car.
c) John’s bought a new car.
d) John’s bought a new car.
Activity: 7

22
Evaluation
Activity: 8
Product: Crossword puzzle and
listening activity.
Score:
Knowledge
Analyzes information from an
audio. Orders, prepares and
presents puzzle to the class.
Applies his/her knowledge, when
answering a crossword puzzle.
Shows positive attitude when
listening and is opened to
feedback.
Auto-evaluation
C MC NC
Listen to the audio carefully and complete the crossword. Ask your teacher if you need
help for a "Hint" to get a free letter. (Once).
Across
1: She enjoys working on that __________.
4: That __________ is beautiful.
5: You can learn a lot from __________.
6: She enjoys working on that __________.
7: John has a __________ problem.
8: You can learn a lot from __________.
10: That __________ is beautiful.
11: How do you spell __________?
Down
2: Anna lives in __________.
3: Anna lives in __________.
7: John has a __________ problem.
9: How do you spell __________?
Word List:
dessert / desert / committee / comedy / Missouri / misery / Oregon / organ / history / his story / personal /
personnel
Activity: 8

23
BLOCK 1
Closing Activities
K-W-L Chart.
Before you begin your closing activity, fill in the following KWL chart with information you have learned
about pronunciation. Complete the third column after finishing this activity.

24
Evaluation
Activity: 9
Product: Crossword puzzle and
listening activity.
Score:
Knowledge
Analyzes information from an
audio. Orders, prepares and
presents puzzle to the class.
Applies his/her knowledge, when
answering a crossword puzzle.
listening and is opened to
feedback.
Co-evaluation
C MC NC
1. Listen to your teacher pronouncing each word. Then underline the stressed
syllable:
1 mother 2 America 3 computer 4 guarantee 5 paper
6 machine 7 answer 8 introduce 9 visitor 10 about
11 afraid 12 another 13 telephone 14 Japan 15 hotel
16 Hong Kong 17 animal 18 between 19 hairdresser 20 China
2. Choose 20 words from a dictionary and write with capital letters the stressed syllables.
3. Use the words you used on previous chart and practice pronunciation in pairs.
Activity: 9
Word Stress

25
BLOCK 1
Silent B
B is not pronounced when following
M at the end of a word.
Climb / crumb / dumb / comb
Silent C
C is not pronounced in the ending
"scle"
Muscle
Silent D
D is not pronounced in the
following common words:
Handkerchief / sandwich /
Wednesday
Silent E
E is not pronounced at the end of
words and usually makes the vowel
long.
Hope / drive / gave / write / site
Silent G
G is often not pronounced when
followed by an N
Champagne / foreign / sign / feign
Silent GH
GH is not pronounced before T
and at the end of many words
Thought / through / daughter /
light / might / right / fight / weigh
Silent H
H is not pronounced when following
W. Some speakers whisper the H
before the W.
What / who / when / where /
whether / why
Silent H
H is not pronounced at the beginning
of many words. Use the article "an"
with unvoiced H. Here are some of the
most common:
Hour / honest / honor / heir / herb
Pronounced H
H is pronounced at the beginning
of these common words. Use the
article "a" with voiced H.
Hill / history / height / happy /
hangover
Silent K
K is not pronounced when followed
by N at the beginning of a word.
knife / knee / know / knock /
knowledge
Silent L
L is often not pronounced before L, D,
F, M, K.
Calm / half / salmon / talk / balk /
would / should
Silent N
N is not pronounced following M
at the end of a word.
Autumn / hymn
Silent P
P is not pronounced at the
beginning of many words using the
suffix "psych" and "pneu".
Psychiatrist / pneumonia /
psychotherapy / psychotic
Silent S
S is not pronounced before L in the
following words:
Island / isle
Silent T
T is not pronounced in these
common words:
Castle / Christmas / fasten / listen /
often / whistle / thistle
Silent U
U is not pronounced before after G
and before a vowel.
Guess / guidance / guitar / guest
Silent W
W is not pronounced at the beginning
of a word followed by an R.
Wrap / write / wrong
Silent W
W is not pronounced with these
three pronouns:
Who / whose / whom
Study the following list of common letter combinations with silent letters. This list
contains most of the silent letters that give English as second language students,
difficulties.
Activity: 10

26
1. In pairs, search in a dictionary for at least three different words for each category presented above.
Silent
B
1.
2.
3.
Silent
H
1.
2.
3
Silent
P
1.
2.
3
Silent
C
1.
2.
3
Silent
H
1.
2.
3
Silent
S
1.
2.
3
Silent
D
1.
2.
3
Silent
H
1.
2.
3
Silent
T
1.
2.
3
Silent
E
1.
2.
3
Silent
K
1.
2.
3
Silent
U
1.
2.
3
Silent
G
1.
2.
3
Silent
L
1.
2.
3
Silent
W
1.
2.
3
Silent
GH
1.
2.
3
Silent
N
1.
2.
3
Silent
B
1.
2.
3
2. In pairs practice the stress with the words you used.
3. Prepare a power point presentation including the words with stressed syllables in capital letters and
appropriate pictures.
4. Include an audio recorder with the correct pronunciation of the words used in the presentation.
(Complete this final step by yourselves and record your voice).
Don’t forget the following word stress rules when working on your
product.
Group 1: Two syllable adjectives & nouns have the stress on the
first syllable.
Group 2: Words that can be used as verbs & nouns: the verbs take
the stress on the second syllable, while the nouns take it
on the first syllable.
Group 3: The suffix takes the stress with these 'foreign' suffixes.
Group 4: Words with the suffix '-ic', '-tion' have the stress on the
penultimate syllable.
Group 5: Words with the suffix '-ty', -phy' have the stress on the
ante-penultimate syllable.
Group 6: Compounds - adjective + noun - stress is on the second
element.
Group 7: Compounds - noun + noun - stress is on the first
element.

27
BLOCK 1
Instructions for listening and evaluating:
I. Pay attention to other teams finished recording and presentation.
II. Using the rubric bellow evaluate your team’s work and provide some feedback to improve it. Assign from 1 to
10 points (1 being the lowest mark) for each criterion.
III. Record your team’s evaluations and email the audio file to a person assigned by your teacher. Include specific
examples or comments to support your evaluation. Send a copy to your instructor; he/she will follow up with
her/his feedback.
Example:
You may say something like this. “Your clarity of speech is 4. I recommend that you speak a bit louder, I could not
make out the second sentence”, or “Your enthusiasm is 9: you sound very engaged in the task.”
Do not forget to include the following in your audio recording:
1. The name of the reviewer.
2. The name of the author of the original recording.
3. Total points assigned (out of ___).
4. Additional comments.

28
Criteria Description 1 2 3 4 5 6 7 8 9 10
Clarity of
speech:
Are some words hard to understand?
Do they mumble?
Are word endings or beginnings too quiet or unclear?
Enthusiasm:
Is their voice lively, interesting and enthusiastic or do you sound
bored?
Do they sound angry or too formal?
Does their tone express their feeling?
Listening skills:
Was the task clearly understood and directions followed
accurately?
Are all components there?
Accuracy
(grammar):
What word order, verb tense or word choice problems did you
notice?
Are there any other grammar mistakes?
Fluency:
Is their pronunciation smooth, or do they hesitate and pause a
lot?
Do they repeat words and start over a lot?
Do these pauses/hesitations interfere with their ability to
communicate?
Do they speak too quickly or too slowly?
Organization of
ideas:
Is their pronunciation clear and easy to follow?
Could anyone understand them?
Is their pronunciation coherent?
Content:
How relevant is the information they shared to the task?
Is the meaning of the words clearly demonstrated through audio
(note: only for the dictionary task)?
Is information complete?
Pronunciation:
How was your rhythm?
How was their word or sentence stress?
Did you notice any word stress problems? How was their
intonation?
Did you notice any problems with specific sounds?
Evaluation
Activity: 10
Product: Multi task activity, power
point presentation and evaluation
rubric.
Score:
Knowledge
Prepares and presents a power
point presentation to the class.
Applies pronunciation knowledge
with the team and presents rubric
about the work.
Values with a positive attitude
when listening and presenting
ideas. Is opened to feedback.
Co-evaluation
C MC NC

29
BLOCK 1
Listening skills.
Start Up Activities
Split up the class and work with a partner. Decide who is St (student) 1 and St 2. St 1
reads the news article to St 2, while St 2 displays poor listening behavior such as jiggle,
looking around, interrupting to ask questions and making inappropriate facial
expressions.
Activity: 1
Hunt for the true Mona Lisa begins
FLORENCE, Italy | Fri Apr 29, 2011 4:16am EDT
(Reuters) Researchers have begun their hunt for the remains of the woman
who might have been the model for Leonardo da Vinci's Mona Lisa, hoping
to unravel a mystery that has baffled art historians for over five centuries.
A team of experts armed with a special radar device descended this week on
a dilapidated convent in Florence where they believe the body of the woman
who modeled for da Vinci back in the 16th century is buried. The real Mona
Lisa, Italian art historians say, was Lisa Gherardini, the wife of a rich
Florentine silk merchant named Francesco del Giocondo who is thought to
have commissioned the portrait although there is no definitive proof of this.
The researchers say that if they can find her skull, they will be able to
reconstruct her face and compare it with the painting. The true identity of
Mona Lisa and her enigmatic smile have intrigued art lovers around the
world.
According to the Louvre museum in Paris, where the painting is on display, the portrait was likely painted in
Florence between 1503 and 1506 and could have been commissioned to mark one of two events: either when
Gherardini and her husband bought their house or when their second son was born. The key to solving the mystery
may lie at the Saint Orsola convent, a structure in central Florence almost reduced to ruins. Using radar equipment
which can identify objects underground, scientists are scanning the floor in the small church to pinpoint areas
where they may start digging for Gherardini's remains. "We have a document confirming the burial of Gherardini in
1542 here in the convent" said Silvano Vinceti, head of the National Committee for the Promotion of Historic and
Cultural Heritage. Researchers say Gherardini spent the last years of her life at the convent, looked after by her two
daughters who were nuns, and was buried there. "To be sure we have to find the DNA in her bones, and once we
have found that we can compare it with the DNA of her children who are buried at the Santissima Annunziata
convent," said Professor Francesco Mallegni, a paleoanthropologist.
Vinceti has been studying the painting for months and recently claimed to have found symbols hidden in the
portrait. He says Gherardini might have been an early model for the Mona Lisa but that da Vinci was also probably
inspired by the face of his young male apprentice, Gian Giacomo Caprotti, who some say was also his lover. It is
not clear how long the project to study Gherardini's remains will need before coming to any conclusion but some of
her descendants have already expressed skepticism. "Let her rest in peace. What could finding her remains
change to the charm of Leonardo's painting? To look for her bones seems a sacrilege to me," said one of them,
actress and writer Natalia Strozzi.
(Writing by Eleanor Biles and Silvia Aloisi; Editing by Steve Addison).

30
When you are done, St 2 then explains the article that was just read to him or her, back to St 1. This time, St 1 should
display positive listening skills, such as making eye contact, sitting still, making appropriate facial nods and taking
notes and waiting until the end to ask questions.
After finishing the activity review the article together, and identify things that St. 2 missed because he wasn't listening
closely. Discuss the activity and share your opinion with other pairs. This exercise will demonstrate you how important it
is to use proper listening behaviors to understand the message being conveyed.
Use the following rubric to evaluate your partner both good and bad listening skills.
Good listeners 4 3 2 1 Bad listening 4 3 2 1
1. Defer their judgment more controlled
listen for the other person Say
something new and useful.
1. “Tune out” the other person at the
beginning (i.e., become prejudiced
without giving the speaker a chance).
2. Pay most attention to content – do not
allow grammar or speaking skills to
supersede the substance of the
message.
2. Are quick to criticize grammar and /or
speaking skills. Attention is directed to
form rather than content.
3. Listen completely first then plan their
own response.
3. Spend the time getting ready to talk
instead of listening.
4. Have become more mature in their
listening habits – they listen for the
main idea the principle(s) being
presented.
4. Tend to listen mainly for facts. (i.e.,
expend their energy trying to memorize),
a grade school habit.
5. Separate facts from principles
concentrate on remembering
principles. They don’t worry about
committing all information to memory.
5. Try to outline or take in everything. Try to
remember everything. Misdirect their
attention to perfection.
6. Work at keeping attentive. They are
aware of their human tendency to fake
listening.
6. Fake attention, sometimes it’s an
unconscious habit. When they find
active listening is really hard work, they
try to avoid the work by faking.
7. Do one thing at a time. They realize
listening is a full-time job and they give
their full attention to listening.
7. Create distractions (i.e., try to do
something else while listening),
apparently believing hearing is listening.
8. 8. Have confidence that they will be
able to understand if they only listen
carefully and ask questions.
8. Give u too soon when they realize they
have to actively work at understanding
when listening.
9. Feel their honest anger, but control it
do not allow their emotional reactions
to govern their behavior. Their intellect
is more “in charge”.
9. Tend to get distracted by emotional
words; don’t control their attention or
emotional priorities consciously; and
sometimes lose their temper.
10. Keep their mental energies on the
subject by practicing listening
techniques.
10. Are not aware of the talking/listening
“speed limits” mismatch. Waste thought
power and get lost in tangential thinking.
Excellent 4 / Proficient 3 / Satisfactory 2 / Limited 1
Evaluation
Activity: 1
Product: Listening memory skills
develop practice and evaluation
rubric.
Score:
Knowledge
Applies comprehension and
listening memory skills in the
pair work.
Practices his/her oral and listening
skills by reading a text in pairs.
Collaborates and appreciates pair
work. Shows positive attitude
ideas. Is open to feedback.
Co-evaluation
C MC NC

31
BLOCK 1
Evaluation
Activity: 2
Product: Discussion, game and
flipchart with conclusions.
Score:
Knowledge
Identifies and applies his/her
listening and oral skills when
participating in a game and
presents solutions to listening
difficulties using a flipchart.
Applies, collaborates and shows
positive attitude when working in
group and is opened to feedback.
Collaborates and appreciates
team’s work and shows positive
attitude. Is open to feedback.
Co-evaluation
C MC NC
Telephone game.
Your teacher will take one of your classmates out of the
classroom. Then, the teacher will tell him/her a message related
to the lesson silently. The student comes back come to the
classroom and whispers the message to the classmate your
teacher assigned. This student repeats the action with the
classmate behind him/her.
The teacher determines when to stop the process and the last students is
asked to comment to the rest of the class what he/she was told.
Finally, compare the final message to the original.
Write here the final message.
Write here the original message.
Write what you think about your listening skills and your partner’s then share your ideas to the class.
What could have been done to make sure the story stayed the same all the game? Discuss it. Then, present and
explain your ideas using a flip chart in groups of four.
Activity: 2

32
Listening skills.
Listening skills are very important. They help us with maintaining good relations with other people. They are also
important in business, workplace and classroom.
When you are in meetings or attending an important lecture, here too they play an important role so that you do not
miss out on the important points. Many people do not have good listening skills as they do not pay much importance
to it. As a result, they find their attention wavering away easily from the current conversation.
So, how to improve listening skills?
Here are 2 simple exercises to improve listening skills:
1. Whenever you are listening to somebody speak, make it a habit to give oral acknowledgments like 'I see', 'I
understand' etc. And then occasionally summarize in your own words what you understood of whatever was
said by the other person. Summarizing the conversation in your own words every now and then, helps you in
two ways; first thing, it keeps you actively involved in the conversation thus preventing your attention from
wandering away, secondly, it can help in preventing any misunderstandings because if you understood
something incorrectly then the speaker can correct you when you are repeating in your words what he/she has
said.
2. Ask questions: Ask questions whenever you need clarification for anything or you do not properly understand
what was said. Asking questions can help keep the conversation alive, prevent misunderstandings, and also
help in developing your listening skills.
There are a lot of factors which affect how much attention we can pay to the other person. The main thing to remember
is that the more actively involved you are in a conversation, the easier it is to pay proper attention to it. You can be
actively involved in any conversation by asking relevant questions, discussing your own point of view on the topic,
acknowledging and summarizing in your own words etc. The main purpose of all good exercises is to develop in you
the active listening.
Article Source: http://EzineArticles.com/845402

33
BLOCK 1
Evaluation
Activity: 3
Product: Flipchart and evaluation
rubric.
Score:
Knowledge
Analyzes an article, prepares
and presents in teams a
flipchart to be presented to the
class.
Applies and uses his/her previous
knowledge to present the team’s
ideas orally.
Collaborates and shows positive
attitude when working in group
and is open to feedback.
Co-evaluation
C MC NC
Discuss the previous article and elaborate a map with the information provided in groups.
Use the template below or one of your own to create the map. Then, present it to the rest
of the class using a flipchart. Finally, evaluate a team your teacher will assign you with
the rubric on next page.
Activity: 3

34
Effective listener rubric
Superior
5
Advanced
4
Proficient
3
Needs
Improvement
2
Unacceptable
1
Listens
responsibly
Demonstrates
thorough
understanding of
content and a mature
acceptance of
speaker’s right to
express challenging
or new viewpoints.
Consistently
demonstrates active
listening skills.
Demonstrates
extensive
understanding of
content and
routinely
demonstrates
active listening
skills.
Demonstrates
satisfactory
understanding of
content and
usually
demonstrates
active listening
skills.
Demonstrates
some
understanding of
content and
occasionally
demonstrates
active listening
skills.
Demonstrates
very little
understanding of
content and rarely
demonstrates
active listening
skills.
Listens to
gain
information
Interprets meaning
from auditory input
and accurately
summarizes the main
ideas to be applied to
a specific purpose or
task.
Extracts
supporting ideas
as well as basic
information from
auditory input
and uses the
information for a
specific purpose
or task.
Extracts basic
information from
auditory input
and uses the
information for a
specific purpose
or task.
Extracts
information from a
variety of auditory
input, but misses
some key points
critical to the
specific purpose or
task.
Fails to extract
sufficient
information from
auditory input to
participate in the
specific purpose
or task.
Listens to
analyze
information
Extracts and analyzes
relevant information,
identifies speaker’s
purpose and point of
view, evaluates for
validity and clarity,
interprets auditory
subtleties and
applies the
information for a
specific purpose or
task.
Extracts and
interprets
relevant
information,
identifies
speaker’s
purpose and
point of view,
distinguishes
auditory
subtleties and
applies the
information for a
specific purpose
or task.
Extracts most
relevant
information,
usually identifies
speaker’s
purpose and
point of view,
recognizes
obvious auditory
subtleties uses
the information
gained to
adequately fulfill
the specific
purpose or task.
Extracts basic
information,
identifies speaker’s
purpose and point
of view with
assistance, misses
many auditory
subtleties and
some key points
necessary to
complete the
specific purpose or
task.
Fails to extract
information,
unable to identify
speaker’s
purpose and point
of view, shows
little or no
evidence of
understanding
differences in
information.
Virtually all
analysis offered is
unsuccessful or in
error.
Listens to
follow
directions
Always absorbs
multi-step
instructions,
anticipates and
makes inferences
from these
instructions and
draws logical
conclusions.
Consistently and
effectively
follows clear
multi-step
instructions;
seeks
clarifications
when necessary;
and anticipates
or makes
inferences from
these
instructions.
Usually follows
clear multi-step
instructions;
seeks
clarification
when needed;
and anticipates
or makes
inferences from
these
instructions.
Sometimes follows
clear multi-step
instructions, but
generally needs
instructions
repeated if they
have not been fully
understood and
only occasionally
anticipates or
makes inferences
from these
instructions.
Rarely follows
multi-step
instructions/ often
requires
assistance or
needs to have
them repeated
before attempting
to carry them out.
Total score

35
BLOCK 1
A good listener is not only popular everywhere, but after a while he knows something.
- Wilson Mizner.
Listening skills are a critically important part of successful communication.
Most days we spend a lot of our time talking and listening.
Improving listening skills will not only help you at school but it will most likely improve your
relationships, both familiar and friendly.
There is a big difference between listening and hearing.
In conversation, listening and hearing are related but also very different. Hearing is the
physical act of words being detected by your ears. Listening is making sense of those
words and understanding their meaning.
Listening is a skill that can be improved with practice and there are many rewards for
developing your ability to listen.
It is common to be engaged in a conversation where everyone is competing to share their ideas and to be heard.
Improving our listening skills will not only help us, but enable us to help others.
What are the benefits of being a good listener?
Good listening skills will improve your ability to develop relationships and make you more productive in practically
anything you do. The ability to listen and clearly understand will allow you to:
1. Develop relationships to a deeper level.
2. Understand what is expected of you - at school, home and with friends.
3. Be a better team player.
4. Be an effective problem solver.
5. Better support people who need your help.

36
Answer the following questionnaire.
1. Has anybody ever gotten mad at you because you weren't listening to him/her? What
happened?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. How does it feel when someone won’t listen to your ideas or opinions?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. What are some reasons why people don't listen?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
4. What's wrong with not listening when someone is talking to you?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
5. How can not listening create hard feelings between friends?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
6. Is there a difference between hearing and listening? What is the difference?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7. Have you ever had a bad misunderstanding because you didn't listen carefully or because somebody didn't
listen carefully to you?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
8. How can listening carefully help friendship?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
9. When somebody is not listening to you, what can you do to get them to listen?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 4

37
BLOCK 1
Novice 2 / 0 Apprentice 3 / 2 Proficient 4 / 3 Distinguished 5 / 4
Content/Knowledge
Structure
No structure
Confusing
Limited
Lacks continuity
Lacks precision
Good
Precise
Concise
Framework is well defined
Excellent Linkage
Content/Knowledge
Research
No evidence
Limited
Research
undertaken
Well
Researched
Excellent research
Acknowledgements made
Verbal:
Voice
Poor usage
Needs extensive
work
Clarity needs
work
Clear tone, pitch
appropriate
Excellent pause, pitch, tone
and pace used to aid
understanding
Verbal:
Language
Inconsistent
Shows limited
consistency
Concise
Appropriate for
audience
Excellent articulation of ideas
Clever use of language
Non-verbal:
Body language
Poor
No eye contact
Needs work
Limited eye
contact
Good use Eye
contact used
Used to enhance
performance and purpose
Non-verbal:
Notes
Reads from
notes entirely
Relies heavily
on notes
Limited use of
notes for
prompts
Use notes effectively
Non-verbal:
Use of technology
Not used Limited use Appropriate use
Excellent use
Adds meaning to
presentation
Non-verbal:
Audience response
Disengaged
Limited
engagement
Engaged
Engaged
High/active participation
Total
Evaluation
Activity: 4
Product: Power point and evaluation
rubric.
Score:
Knowledge
Prepares and presents in teams
a power point presentation and
an oral production for class.
Applies and uses his/her knowledge
presented in an oral performance with
the team’s ideas.
team’s work and shows positive
attitude by listening and
delivering team’s ideas. Is open
to feedback.
Co-evaluation
C MC NC
Discuss the answers of the questionnaire in groups of five. Then, present an oral report
(2/3 minutes) using a power point presentation as resource about the text you previously
read, “Listening skills are a critically important part of successful communication”.
Remember to integrate your conclusions in the presentation besides the text information.
Evaluate the activity with the rubric provided. Your teacher will assign a team to evaluate
to your own team.

38
Listening is an active process involving three parts.
1) Hearing.
This is the physical aspect of your body receiving and interpreting sounds. You
may hear these words as part of a conversation "... so I recommend selling ..."
and yet have no idea what it is you are meant to sell. Hearing is critical to
listening, but it is only the first part.
2) Understanding.
This is where your brain processes the words that you hear and derives meaning from
them in the context of the entire conversation. Not only do you develop understanding
of what you are hearing, information is communicated to you at this stage. In the
above example, you may now be aware that the person is talking about the future
profitability of an investment choice and that she thinks that it is in your best interests
to sell now.
3) Response.
Once you understand what you are hearing, the last part is responding. Responding
in a conversation shows that you have heard what was said and that you
understand the intent of the speaker. Responding may involve making a decision to
act on the information you have understood and perhaps replying with your opinion
or comments. Continuing with the example, you may now be in a position to agree
with the other person and act on the advice to sell. You may disagree and enter into
further conversation to dig deeper into the reasons why she is recommending
selling.

39
BLOCK 1
Here are some benefits you can get from improving your listening skills.
Truly hearing and understanding what is being said around you can have profound consequences on your success,
not just at work, but at home and while you are out with friends.
Remember, being a good listener is often considered
more important than showing people that you know
how to speak.
Perhaps the most important reason is to be able to win
friends and influence people. Good listeners are rare.
Develop your skills and your value as a friend or work
colleague will increase. They will help you to be
considered a brilliant conversationalist.
Good listeners can avoid saying the wrong thing and
appearing to be tactless.
To help soften harsh feelings. The most expressive
critic can often be subdued by a patient listener.
Letting someone else "talk themselves out" can often
be the solution to an otherwise tense situation.
To better understand people feelings. Do this by
encouraging them to talk about themselves then listen,
really listen to what they have to say.
To increase the other person's confidence and level of
interest in you. To be interesting and attractive to
others, first try be interested in what they have to say.

40
Tips for improving listening skills.
Listen carefully so that you will be able to truly understand the message being spoken by the other person. Listening
carefully will let you understand and be able to evaluate the information you are hearing. Try these tips when listening:
•You can't hear if YOU do all the talking. Don't talk too much.
•Think about the topic in advance, if possible. Be prepared to listen.
•Listen with empathy. See the situation from the other's point of view. Try to put yourself
in their shoes.
Be mentally and physically prepared to listen. Put other thoughts
out of your mind. Your attention will be diverted from listening if you
try to think of answers in advance.
•Avoid stereotyping individuals by making assumptions about how you expect them to
act. This will bias your listening.
•Listen to how something is said. Be alert for what is left unsaid.
•Make certain everyone involved gets an opportunity to voice their opinions. If you can
pull it off, don't let one person dominate the conversation. Ask questions that will involve
the quiet ones.
•Face those you are talking with, lean slightly forward, and make eye contact. Use body
to show your interest, concern.
Be courteous; don't interrupt. Take notes if you worry about
forgetting a particular point.

41
BLOCK 1
Novice 2 / 0 Apprentice 3 / 2 Proficient 4 / 3 Distinguished 5 / 4
Content/Knowledge
Structure
No structure
Confusing
Limited
Lacks continuity
Lacks precision
Good
Precise
Concise
Framework is well defined
Excellent Linkage
Content/Knowledge
Research
No evidence
Limited
Research
undertaken
Well Researched
Excellent research
Acknowledgements made
Verbal:
Voice
Poor usage
Needs
extensive work
Clarity needs
work
Clear tone, pitch
appropriate
Excellent pause, pitch, tone
and pace used to aid
understanding
Verbal:
Language
Inconsistent
Shows limited
consistency
Concise
Appropriate for
audience
Excellent articulation of ideas
Clever use of language
Non-verbal:
Body language
Poor
No eye contact
Needs work
Limited eye
contact
Good use Eye
contact used
Used to enhance performance
and purpose
Non-verbal:
Notes
Reads from
notes entirely
Relies heavily on
notes
Limited use of
notes for
prompts
Use notes effectively
Non-verbal:
Use of technology
Not used Limited use Appropriate use
Excellent use
Adds meaning to presentation
Non-verbal:
Audience response
Disengaged
Limited
engagement
Engaged
Engaged
High/active participation
Total
Evaluation
Activity: 5
Product: Power point or mind map
and evaluation rubric.
Score:
Knowledge
Analyzes, prepares and
presents a power point or a flip
chart and an oral presentation
for the class.
to present a product, orally in groups.
Collaborates and shows positive
Co-evaluation
C MC NC
In teams of four analyze all information you read on pages 30, 31 and 32 and come up
with main points and conclusions. Then, with the gathered information, elaborate an oral
report (2/3 minutes) using a power point presentation or a mind map on a flipchart.
Finally, present the product to your class and evaluate a team your teacher will assign
you with the rubric provided below. Be opened to feedback!
Activity: 5

42
Discussion article: “What are the keys to being a good listener?”
Listening is an activity that requires practice and concentration. Build up your listening skills be practicing each of these
components to listening.
1) Maintain eye contact and show you are interested in the conversation.
Looking out the window or playing with your hair can give the impression
that your mind is drifting away. Sit or stand reasonably still as fidgeting
is often taken as a sign of boredom or that you are bursting to "tell"
your side of the story.
2) Actually listen. Don't start thinking about your answer or
response to what you are hearing. Listen with the intention of
understanding.
3) Show your understanding of the speakers feelings with
appropriate physical gestures, for example, smile and laugh at funny
things, nod your head when you agree.
4) Don't interrupt the speaker, unless there is a piece of space junk coming right at her. Let the speaker finish what
they have to say. This does not always work as some speakers seem to lose all sense of time when they are talking
about matters close to their heart.
5) Use your body language to encourage the speaker, for example, lean toward the speaker to show her that you
want to hear more.
6) Take note of body language and facial gestures as what is not being said is often just as important as what is
being said.
7) Concentrate. Keep your mind focused on what is being said. If time is passing along and you are getting tired from
lack of movement, shift your position but keep tip #5 in mind when you do.
8) Respond by asking questions about the topic being discussed or by adding something to the discussion - if you
have a few more minutes, I invite you to read about additional listening skills or advanced skills.

43
BLOCK 1
Criteria
Does not
Meet
Meets
1 2 3 4 5
My team’s flipchart is concept specific and aligned with my subject standards.
My team’s flipchart is content related.
We have added a description and key words in the Flipchart
We have a Title with our names, the school, and lesson’s objectives.
We have made a synopsis the articles concept(s) before activity.
We have used notes to provide directions that require additional instruction.
Our flipchart is our original work and does have other team’s information.
The duration of our flipchart’s explanation does not exceed one period or session.
We have integrated multiple things in our flipchart.
We have proofed and edited for accuracy, appropriate grammar, and correct spelling.
Evaluation
Activity: 6
Product: Flipchart and evaluation
rubric.
Score:
Knowledge
Analyzes and orders
information to present it orally
to class. Prepares in teams a
flip chart to be presented in
class.
to present ideas in group orally, using
a flipchart.
team’s work. Shows positive
Co-evaluation
C MC NC
Discuss the previous article in teams of four and create a flipchart with the main ideas.
Present it to class and then evaluate a team your teacher will assign you with the rubric
provided below.
Activity: 6

44
The definition of listening skills.
By Lesley Barker, eHow Contributor.
Updated: February 09, 2011.
The Definition of Listening Skills thumbnail Communication is key to a healthy relationship.
To keep a relationship healthy, there has to be good communication. It doesn't matter if
the relationship is with an intimate, casual or business partner. The best way to be a
great communicator is to be a really good listener. This makes people feel respected
as well as understood.
I. Identification:
Listening skills are essential in the school, the family and the community at large. Careers in communications,
management, planning, sales, to name a few, rely on good listening skills. Listening, however, is more than just being
able to hear and understand what someone else says. Listening skills involve etiquette, asking for clarification, showing
empathy and providing an appropriate response.
II. Body Language:
Good listening skills include using body language that empowers the speaker. You should make eye contact with the
speaker. In a large auditorium or in a classroom, this means keeping your eyes looking at the speaker, not down or
gazing at some daydream. Keep your hands down, not folded across your chest. Sit up and look alert.
III. Respect:
People who have good listening skills show respect to the speaker by not interrupting him while he is talking. Even if
the speaker stutters or is slow to speak or select his words, being patient and restraining yourself from finishing his
sentences is a mark of a good listener.
IV. Comprehension:
Good listening skills depend on good comprehension. Demonstrate that you understand by restating what you think
you have heard. Then ask if you, in fact, did hear correctly. Ask questions that request specific clarification on points
that you are unsure about. Be cognizant of the length of time that you speak, making sure not to dominate or usurp the
conversation.
V. Response:
Good listening skills are measured by the response of the listener.
First, the response should validate the speaker with etiquette and
empathy. Next, it should show that the listener understands the
message. When the message has been adequately delivered and
received, the result should be an action or statement that
demonstrates that there has been a transaction between the
speaker and the listener.
Read more: The Definition of Listening Skills | eHow.com
http://www.ehow.com/about_5127470_definition-listening-
skills.html#ixzz1JK6H6Lra

45
BLOCK 1
Write your notes about the fist video.
Write your notes about the second video.
Watch the videos provided attentively and analyze the information about listening skills.
Then, follow the next steps to complete the activity.
a) In teams of four, discuss the situation of both videos.
b) Write your notes in the boxes provided.
c) Identify listening skills.
d) Create a role play emphasizing good and bad listening skills.
e) Present your role play to class and receive feedback
f) Evaluate a team assigned by your teacher with the rubric below.
Activity: 7

46
Role play rubric.
Criteria 4 Excellent 3 Proficient 2 Adequate 1 Limited
Participation in
Preparation and
Presentation
Always willing and
focused during group
work and
presentation.
Usually willing and
work and
presentation.
Sometimes willing
and focused during
group work and
presentation.
Rarely willing and
work and
presentation.
Presentation of
Character
Convincing
communication of
character’s feelings,
situation and motives.
Competent
communication of
situations and
motives.
Adequate
communication of
Limited
communication of
Achievement of
Purpose
Purpose is clearly
established and
effectively sustained.
Purpose is clearly
established and
generally sustained.
Purpose is
established but may
not be sustained.
Purpose is vaguely
established and may
not be sustained.
Use of Non-
Verbal Cues
(voice, gestures,
eye contact,
props, costumes)
Impressive variety of
non-verbal cues are
used in an exemplary
way.
Good variety of non-
verbal cues are used
in a competent way.
Satisfactory variety of
non-verbal cues used
in an acceptable way.
Limited variety of non-
verbal cues are used
in a developing way.
Imagination and
Creativity
Choices demonstrate
insight and powerfully
enhance role play.
Choices demonstrate
thoughtfulness and
completely enhance
role play.
Choices demonstrate
awareness and
developing
acceptably enhance
role play.
Choices demonstrate
little awareness and
do little to enhance
role play.
Evaluation
Activity: 7
Product: Video analysis, role play and
evaluation rubric.
Score:
Knowledge
Analyses videos and identifies
information about listening
skills. Creates a role play for the
class.
Applies and uses his/her knowledge,
to create a role play and present it to
class using information from videos.
Evaluates it with the rubric.
Collaborates, appreciates and
shows positive attitude when
working in groups and is
opened to feedback. Acts as a
team evaluating with the rubric.
Co-evaluation
C MC NC

47
BLOCK 1
English is everywhere! Where can we find it?
Can you find all the hidden words in this word search puzzle?
Words can go from left to right, from right to left, up or down. Good luck!
Songs Internet Films
BooksDictionaries Comics Posters
Signs Magazines TV programs

48
Closing Activity
Get together in groups of five or six and discuss of any time in your life you needed
someone to listen up to you. At the end, answer the following questions individually.
Who did you choose to talk to? ______________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Why did you choose this person? ____________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What qualities did this person have that made him/her a good listener? ____________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
One of the members of the team should write all answers of previous questions on a flipchart. Be sure the final list
looks something like the following list:
a) Was patient, didn't rush me.
b) Let me talk, did not interrupt.
c) I know he or she would not gossip and would be confidential.
d) Was not judgmental.
e) Was calm, warm (body language, tone of voice).
f) I could trust the person.
g) Made good eye contact with me.
h) Nodded his or her head when I was talking.
i) Understood my feelings (i.e., "It sounds like you are feeling worried.").
j) Made sure he or she understood what I was saying by repeating back or summarizing what I said (i.e., "So let
me see if I understand. Your friend said she would call you back, but it's been three days and you haven't
heard from her.").
How did it feel to be listened to? _____________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Have you ever had an experience when you wanted to be listened to, but the other person was not a good
listener? __________ how did that feel? _______________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 8

49
BLOCK 1
What did that person do that made him or her a bad listener? ________________________________
_____________________________________________________________________________________
One of the members of the team should write all answers of previous questions on a different flipchart. Be sure
the final list looks something like the following list:
a) Interrupted, did not let me talk.
b) Used uninviting body language (harsh tone of voice, closed body posture, no eye contact).
c) Laughed at me.
d) Minimized what I was saying "All kids go through this. It's nothing to worry about." Or "You are only a teenager.
How stressful can your problems be?".
e) Advised or told me what to do without listening to me — "If I were you, I would …"
f) Put me down, insulted me "That's a stupid idea."
Why is it sometimes difficult for people to be good listeners? _____________________________________________
_________________________________________________________________________________________________
What are some possible barriers to listening? Some possible responses are:
a) Don't know how to listen
b) Don't have time to listen
c) Not understanding someone because of language, unclear messages, crying, etc.
d) Feeling tired or sick
e) Feeling distracted by other problems on his/her mind or by things going on in the background like a phone
ringing, baby crying, etc.
f) Wanting to "solve" the problem in order to be helpful
g) Wanting to redirect conversation about him/herself instead of staying focused on the person talking and
his/her story
Do you think people are always good listeners? ________________________________________________________
Why or why not? ___________________________________________________________________________________
_________________________________________________________________________________________________
Remember how important body language is to become a good listener. Body language includes body
movements, facial expressions, tone of voice and gestures. Making eye contact and facing your friend shows
them you are interested and paying attention. Some psychologists believe that 80% of what a person
communicates is through his or her body language rather than the words that come out of his or her mouth!
What do you think about this paragraph? Write your team’s conclusion here: _______________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

50
Self-Evaluation Rating Scale.
(9–10)
always
focused;
highly
motivated;
cooperated
with everyone
(7–8)
quite well
focused;
motivated to
do well;
cooperated
most of the
time
(4–6)
sometimes off
task; not
overly
motivated;
trouble
cooperating
some of the
time
(1–3)
often off-
task; very
little effort;
highly
uncooper
ative with
others
1. I helped the group review its task.
2. I contributed relevant ideas.
3. I stayed on topic.
4. I listened carefully to other group members’
ideas.
5. I was open-minded about different
interpretations.
6. I encouraged participation from all group
members.
7. I shared materials with my group.
8. I helped the group stay on task.
9. I contributed to questions asked of the group.
10. I did my share of the work to complete the
task.
11. I used my strengths to enhance the task.
12. I am proud of my contribution to the task.
13. My best contribution to the task was, because.
14. Write, two ways in which you will improve your performance.
Evaluate both flipcharts and those of a group your teacher will assign you
using the evaluation rubric below. Then, report your results, experiences
and comments to your teacher.

51
BLOCK 1
Group Work Rating Scale.
1. We clearly understood the task. always often sometimes rarely
2. We shared ideas openly always often sometimes rarely
3. We listened respectfully to each other’s ideas. always often sometimes rarely
4. We encouraged each other. always often sometimes rarely
5. We were motivated to do our best. always often sometimes rarely
6. We divided the workload fairly. always often sometimes rarely
7. We were on task during class preparation time. always often sometimes rarely
8. We worked out differences of opinion in an appropriate manner. always often sometimes rarely
9. We learned something meaningful during this task. always often sometimes rarely
10. We are proud of the outcome of this task. always often sometimes rarely
Evaluate each member of your team honestly based on the following criteria:
EFFORT (motivated to do well at task).
COOPERATION (shared workload, accepted suggestions).
ON TASK (stayed focused without reminders).
SUPPORTIVE (helped and encouraged other group members).
Name Mark Comment/Reason
(me)
Evaluation Scale (give each group member a mark out of ten):
(9–10) Always focused; highly motivated; cooperated with everyone.
(7–8) Quite well focused; motivated to do well; cooperated most of the time.
(4–6) Sometimes off task; not overly motivated; trouble cooperating some of the time.
(1–3) Often off-task; very little effort; highly uncooperative with others.
Evaluation
Activity: 8
Product: Questionnaire, flipcharts and
evaluation rubrics.
Score:
Knowledge
Identifies, analyzes and
restructures the elements
presented on the activity while
discussing in groups.
Applies his/her knowledge to answer
a questionnaire and elaborates a
flipchart to present it in class.
Prepares, analyses, and discusses
information from the questionnaire.
Prepares a flipchart for the class then
evaluates using rubrics.
Appreciates work and shows
positive attitude when listening
to their classmates. Shows
responsibility delivering the
products in a timely manner.
Co-evaluation
C MC NC

52

Identifying types of speech.
1. Realiza comprensión oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza compresión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producto oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.
Produce y se comunica de manera oral a través de la representación de diálogos o discursos sencillos en distingos
contextos.

54
IDENTIFYING TYPES OF SPEECH
Demonstrative speech/process speech or dialogue.
Evaluation
Activity: 1
Product: Discussion and flip chart
with conclusions.
Score:
Knowledge
Identifies the main idea in a
simple short text and
communicates it consistently
following steps.
Determines and applies previous
knowledge to identify the main idea
in a texts, conversation or speech.
made by the teacher and
classmates.
Co-evaluation
C MC NC
1. Read the following text in teams of four.
If you think of the English courses that as a student you’ve been required to take, for sure many of
those sessions have developed some skills that have established most of your communication
skills. On this Module we’ll focus essentially on one of the skills that should have been developed
in those courses: your Oral skill (Interpersonal Communication and Public Speaking). Not only
does this skill meet requirements, but it also molds you as a learner into well-rounded individuals
providing the assistance needed for life.
All of you should also acquire in order to have "the four English skills and necessary knowledge to be educated
individuals, life-long learners, and responsible citizens" as part of these capabilities for communication, the
opportunity to be able to:
 Organize and express ideas clearly and appropriately.
 Control standard use of written and oral communication.
 Appreciate alternative forms of expression, including art, dance, music, and literature.
 Distinguish between the medium and the message.
 Listen, observe, interpret, and understand others.
Now, if you think you are struggling as a student you’ll need:
• Encouragement and explicit instruction to develop your strengths and concentrate on your needs.
• A safe and encouraging environment to practice oral skills, especially if English is not your first language.
• Extra practice, a peer to work with, and support from the teacher before presenting.
• Don’t forget that well-chosen partners or team members will help you a lot; get together with students who
can model knowledge, skills and strategies at a level that is accessible and not intimidating.
2. Identify the main idea of the text. Write it here.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Discuss the text with your team your teacher will check if you understood the text.
4. The team assigns a member to present the conclusions orally using a flipchart of all team ideas.
Activity: 1

55
BLOCK 2
Attach draw here.
Skills for Life.
Do you think a course in speech communication is needed as high school students? Would it be
useful to have one? The communication skills learned in the basic communication courses are skills
necessary for life. Pay attention to the graphic about the skills and qualities employers are looking
for in job candidates.
Employers rate new-hire skills.
Source: Job Outlook 2000, National Association of Colleges and Employers.
What’s more, these same employers rated communication skills as the #1 personal quality looked for in job
candidates. In addition, teamwork skills, leadership skills, and interpersonal skills all made it into the top
10.Regardless of your major or career choice, today's organizations are looking for people who can listen, write,
persuade others, demonstrate interpersonal skills, gather information, and exhibit well-developed communication
abilities. Taking a basic course in communication is the first step in making yourself more marketable in the
workplace.
Product and evaluation:
1. In pairs, discuss this paragraph and share your ideas with your classmates.
2. Make a drawing where you must represent the pair discussion.
3. Present and explain the drawing to the class.
4. Each pair will be evaluated with the rubric presented in the module by other classmates.
5. Your teacher will assign you a pair to do the assessment.
Activity: 2

56
Assessment Rubric for Drawing.
Performance
Indicator
1 2 3 4
Creativity and
Originality
Drawing is finished
but provides no
evidence of creativity
or originality or
relation with the
subject.
Drawing includes an
idea about the
subject, but lacks
originality and may
have imitated
someone else’s plan.
Drawing includes
some unique ideas
about the subject and
several resources
were used.
Drawing includes many
unique ideas and creative
use of resources
It has ideal administration
of the topic.
Effort and
Perseverance
Drawing is
incomplete.
Drawing is completed
with minimal effort,
work is somewhat
careless.
Drawing is complete
with good effort,
meeting all
requirements.
Drawing is complete with
substantial evidence of
effort, beyond what was
required.
Concept
Understanding
Drawing was created
but does not
describe the subject
at all.
Drawing was created
but it is unclear what
the subject is or why
is the idea presented
in such form.
Drawing was created
to honor the subject
and is presented on a
clear form.
Drawing was obviously
planned and created
based on the subject and
presents clear and
creative contributions to
the topic.
Total points
Evaluation
Activity: 2 Product: Drawing and rubric. Score:
Knowledge
Revises and practices reading.
Recognizes from the text the
main idea and uses it on a
dialogues or speech.
Applies his or her knowledge to
present in a drawing and in an oral
form his or her own ideas.
when drawing and presenting
ideas. He or She is opened to
feedback.
Auto-evaluation
C MC NC

57
BLOCK 2
In teams of three, take time to be the leader of the group and one by one
guides the activity of “peeling an orange”. You must explain the other two
members how to peel it but without talking; you can only use sign
language and body language.
Analysis:
Where you able to understand correctly your classmate’s demonstration?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Was the communication using signs or body language easy to organize?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Was the communication using signs or body language easy to follow?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What was the hardest part?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
The team reads the following text.
Activity: 3

58
Reading:
1. Did you know there are at least three ways to eat an orange?
Read the text bellow and discuss it with your team.
How to eat an Orange.
You must not simply dig your teeth into any orange, no matter how
delicious it might promise to be. The peel of an orange is bitter and will
probably be distasteful to you. Chances are you are going to want to remove that
bitter skin before engaging in the process of biting, chewing and swallowing.
Peeled Method.
1. Select the ripest orange from the bunch. Even though you do not eat the skin, you should
still wash it thoroughly. This is because the knife used to cut it can transfer bacteria into the
part you eat.
2. Dig a metal teaspoon or a knife into the peel and tear a bit of the peel off. Peeling the skin
off with your fingers or the spoon will make removing the outer peel very clean and easily
done. Continue peeling along the underside of the orange peel until all the peel has all
been removed. After all the skin is cleared off, you can throw the outer peel away.
3. Pull one of the wedges apart from the rest of orange, and place it into your mouth. While
chewing, it may be best to remove the seeds found in the orange.
4. Be careful of juicy squirts, but an orange is something to be appreciated.
Cut Method.
1. Place the orange on a plate. Take a knife and cut it in half, starting with the ends or the
stem part down.
2. Cut again in half or quarters.
3. Continue until the orange is all cut in slices.
4. Hold with your hands, near the skin, and just put your mouth onto the orange itself, and bite it off the skin. Finally
enjoy the lovely juicy taste!
Restaurant-style Cut Method.
1. Cut the orange in slices perpendicular to the core. Slices should be 1 or 2 cm thick. Discard end slices.
2. Cut the circular slices in half.
3. Tear orange flesh from the white peel with teeth or fingers and eat. Discard peel strips.

59
BLOCK 2
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Product:
In teams of three, create a speech to demonstrate orally to the class “How to peel an orange”. In the box all
the members of the team individually write whatever ideas you might need for the speech. After each team
presents the speech, evaluate the product with the rubric that is presented to you on the next page.

60
Each team will be evaluated by another assigned by your teacher. Present your results in class.
Demonstration Speech Rubric
6
Outstanding
Performance
5
Acceptable
Performance
4
Skills
not
refined
3
Missing
Skills
1
Unacceptable
Performance
1. The speaker was prepared.
2. The speaker submitted an outline.
3. The topic was relevant / interesting.
4. The speaker dressed appropriately.
5. The speaker had good eye contact.
6. The speaker used gestures that were appropriate
and easy to follow.
7. The speaker maintained good volume.
8. The speaker had a good rate of speech.
9. The introduction had an attention getter.
10. The introduction stated the topic and steps.
11. The body began with the materials needed and
visuals were used.
12. Transitions were clear and used effectively.
13. The steps were logical and complete.
14. The conclusion is obvious and not assumed.
15. Grammar and usage were good.
16. Enunciation and pronunciation were good.
17. The content of the speech flowed together.
18. The speaker worked well with props.
19. The speaker was credible.
20. The time limits were met.
Total grade
Evaluation
Activity: 3 Product: Speech and rubric. Score:
Knowledge
Identifies how to use a
demonstrative speech by
creating one by a real situation.
Applies his/her knowledge about
the subject and infers the purposes
when using a demonstrative
speech.
when creating, presenting and
evaluating a demonstrative
speech. He or she is opened to
feedback.
Auto-evaluation
C MC NC

61
BLOCK 2
The speech is divided into three sections: the introduction, body, and conclusion. Understanding speech as the act of
talking with somebody or to a group of people.
To be an effective communicator and to get your point across without misunderstanding and confusion, your goal
should be to decrease the frequency of these barriers at each stage of this process with clear, concise, accurate, well-
planned communications. We follow the process through below:
Source:
As the source of the message, you need to be clear about why you're communicating,
and what you want to communicate. You also need to be confident that the
information you're communicating is useful and accurate.
Message:
The message is the information that you want to communicate.
Encoding:
This is the process of transferring the information you want to communicate into a
form that can be sent and correctly decoded at the other end. Your success in
encoding depends partly on your ability to convey information clearly and simply, but
also on your ability to anticipate and eliminate sources of confusion (for example, cultural issues, mistaken
assumptions, and missing information.) A key part of this is knowing your audience: Failure to understand who you are
communicating with will result in delivering messages that are misunderstood.
Channel:
Messages are conveyed through channels, with verbal including face-to-face meetings, telephone and
videoconferencing; and written including letters, emails, memos and reports. Different channels have different
strengths and weaknesses. For example, it's not particularly effective to give a long list of directions verbally, while you'll
quickly cause problems if you criticize someone strongly by email.

62
Decoding:
Just as successful encoding is a skill, so is successful
decoding (involving, for example, taking the time to read a
message carefully, or listen actively to it.) Just as confusion
can arise from errors in encoding, it can also arise from
decoding errors. This is particularly the case if the decoder
doesn't have enough knowledge to understand the message.
Receiver:
Your message is delivered to individuals and members of your
audience. No doubt, you have in mind the actions or reactions
you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the
communication process with ideas and feelings that will undoubtedly influence their understanding of your message,
and their response. To be a successful communicator, you should consider these before delivering your message, and
act appropriately.
Feedback:
Your audience one or many people, will provide you with feedback, verbal and nonverbal reactions to your
communicated message. Pay close attention to this feedback because, it is the only thing that allows you to be
confident that your audience has understood your message. If you find that there has been a misunderstanding, at
least you have the opportunity to send the message a second time.
Context:
The situation in which your message is delivered is the context. This may include the surrounding environment or
broader culture (i.e. corporate culture, international cultures, etc.).

63
BLOCK 2
How to outline a demonstrative speech.
By Maurice Moss, eHow Contributor
Difficulty: Moderately Challenging
The fear of public speaking in English; it is said to be one of the top fears among the majority of people,
especially for Mexican students. Overcoming that fear may be solved in a variety of ways. One of the best ways
to resolve the fear of speaking English in public is to plan. Specifically, demonstrative dialogues and speeches
require coordination of all the tools that will be used for it.
Instructions:
Gather all information for the dialogues or speech. Regardless of the type, it is crucial to become a subject
matter expert on all the topics related to the speech or dialogues. Fancy slides and music will not cover up a lack
of knowledge. Do the research, and address all possible questions that could be brought up by the recipient or
the audience. If the topic of the dialogues or speech is “computer operating systems” for example, knowing
about Windows will cover only part of the speech. The speaker should know about Macs and Linux as well.
Determine a demonstrative manner for the dialogues or speech. This includes any tools you will use to
complement your speaking. PowerPoint slides are an opportunity to use pictures, flow charts or parts of the
actual speech if you are talking in public, to enforce what is being said. You can also use role-play by the
audience or persons brought in by you to enrich a demonstrative speech.
Document all the steps in process of the demonstrative speech. Cover all the areas that will educate the
audience or recipients concerning the topic. Include additional supports that will be a part of the speech in the
appropriate areas. To continue the example of operating systems, you would include screenshots of each
operating system at various steps in executing simple programs.
Rehearse the process in its entirety. This means that the entire presentation must be ready to go before the
actual speaking engagement especially when you are talking in public. The rough idea should be descriptive
enough to clearly lay out what is happening at every step in the process of the speech. Handouts and any other
props that you will use in the speech should be ready for delivery to the audience.
Read more: http://www.ehow.com/how_4523163_outline-demonstrative

64
How to give a demonstrative presentation.
Difficulty: Moderate.
Instructions
1) Pick your topic if you can. If you have a choice on the topic of your presentation, choose something
you are proficient at doing. If you don't have that choice, become an expert fast.
2) Learn who your audience will be so you can use material that will be of interest to it. Also pay attention
to where your presentation will be given, what you will wear and how much time you will have to
explain your procedure.
3) Determine the steps needed to adequately explain and demonstrate what you will be doing. Write the
steps down on note cards and number them for easy reference.
4) Practice, practice, practice. Complete the steps in the written procedure before getting in front of a
group to make certain you have not missed any steps and to ensure that the procedure actually
achieves the desired result.
5) Decide on the visual aids you will use to help your audience picture exactly how the process should
be completed. If you can't actually reproduce the procedure in front of a group, you may want to
consider drawings, posters or props to help explain what should be happening at each step.
6) Rehearse and time the delivery of your presentation. You may need to come up with additional points to
add time or delete some items that are interesting, but not essential to the procedure to whittle some
minutes away.
7) In your introduction, establish your expertise on your subject. The advice and instructions of an expert will
be far more credible than that of the average Joe.
8) Prepare interesting and informative comments to accompany your demonstration that will support the
evidenc e you are showing. For example, you could say, "Not only is slicing the orange along the equator
the least messy way to eat this fruit, it also gives you the opportunity to pick out the seeds before getting
them into your mouth."
9) Reiterate your key points in "sound bites" during and after your presentation. Repeated sound bites will
help to ensure that the important steps stick in the minds of your audience long after they leave the room.
10) Close with a bang by using the information you gathered previously about your audience to help make
your presentation personally significant. Use a mind-blowing statistic or a graphic example to show how
your presentation can apply to their lives.

65
BLOCK 2
Tips & Warnings:
Practice in front of a mirror or video camera if you can. This way, you can see the presentation points you
need to work on, like improving your posture or eliminating nervous tics and twitches.
Speak directly to the group making eye contact with as many people in the audience as possible. Enunciate
and speak in a lively and conversational manner to keep the people in the audience engaged throughout your
entire presentation.
Avoid using an overhead projector if you can. When the lights go off, the eyelids of the audience get heavy.
Don't drag this thing on too long, because even the most interesting topic will get old if you have to sit and
listen to someone chatter on about it for an hour and a half. The typical length of a demonstration speech is
between 5 and 8 minutes; anything over 20 to 25 minutes is nearing too much of a good thing.

66
6
Outstanding
Performance
5
Acceptable
Performance
4
Skills not
refined
3
Missing
Skills
1
Unacceptable
Performance
6. The speaker used gestures that were
appropriate and easy to follow.
11. The body began with the materials needed
and visuals were used.
14. The conclusion is obvious and not
assumed.
Total grade
Evaluation
Activity: 4 Product: Speech rubric analysis. Score:
Knowledge
Analyses the videos presented
and relates information with the
real usage of a demonstrative
speech.
Recognizes each part of a
demonstrative speech in a real
situation presented in a video.
Values demonstrative speeches
using a rubric in teams.
Appreciates listening and oral
English skills.
Co-evaluation
C MC NC
1. Watch and listen closely to the four videos that will be offered to you where students
present their demonstrative speeches projects.
a. How to turn a pizza box into an oven.
b. How to tie a tie.
c. How to make quesadillas.
d. How to make a curve ball.
2. Focus on to the structure the students use to present their speech.
3. After watching the videos, form teams of 5 and use the rubric to grade the presented speeches.
4. Report results to your teacher.
Activity: 4

67
BLOCK 2
KWL Chart.
Before you begin your research and each oral presentation, list ideas and details in the first two columns.
Fill in the last column after completing the presentation.
a) In teams of 5, choose one of the 10 topics given below. Prepare a presentation based
on what you have previously studied about preparing a demonstrative speech.
1. How to make candles (bring examples of material)
2. How to arrange flowers (bring real or silk flowers )
3. How to deal with identity theft (give handouts on all the steps necessary to minimize the damage done.)
4. How to clean synthetic and natural fabrics (bring something to demonstrate)
5. How to create a webpage (use flipcharts or computer if the team is able to get one)
6. How to apply makeup (bring a model or pictures)
7. How to give yourself a manicure/pedicure ( use model or pictures)
8. How to make lemonade (bring material to demonstrate)
9. How to make a holiday centerpiece (choose the holiday to talk about and bring examples)
10. How to assemble a care package for a student (bring examples)
b) Each student must fill the KWL chart for every presentation.
 K-W-L is an introductory strategy that provides a structure for recalling what you as students know about a
topic, noting what students want to know, and finally listing what has been learned and is yet to be
learned.
c) At the end, assess with the rubric a team that your teacher will assign to you.
Activity: 5
How to make candles

68
KWL Chart.
How to arrange flowers

69
BLOCK 2
KWL Chart.
How to deal with identity theft

70
KWL Chart.
How to clean synthetic and natural fabrics

71
BLOCK 2
KWL Chart.
How to create a webpage

72
KWL Chart.
How to apply makeup

73
BLOCK 2
KWL Chart.
How to give yourself manicure/pedicure

74
KWL Chart.
How to make lemonade

75
BLOCK 2
KWL Chart.
How to make a holiday centerpiece

76
KWL Chart
How to assemble a care package for a
student

77
BLOCK 2
Evaluation
Activity: 5
Product: Dialogue or speech KWL
charts and rubric.
Score:
Knowledge
Expresses and interprets
information, putting it into his or
her own words.
Designs and uses the proposed
topics for demonstrative speeches.
Practices prepared speeches.
Integrates knowledge by
providing and receiving feedback
from classmates and teacher.
Co-evaluation
C MC NC
Evaluation rubric 1 2 3 4 5
1. Contents
All the pertinent pieces of information about the topics were presented.
The pieces of information gathered were credible and accurate.
2. Mechanics and Grammar
The oral punctuation and confidence was properly used.
The speech was easy to understand and words were spelled correctly.
The ideas were presented in a clear and organized manner.
3. Creativity
The graphics and material used, helped in making the work appear attractive.
The material used was appealing and suitable to the theme.
The material used was correct for the subject and helped the oral presentation.

78
Closing Activity
a) In pairs, prepare a demonstrative speech or dialogue.
b) It can be presented using as many resources as you want such as power point
presentation, video, and realia in order to make it more appropriate and
understandable.
c) Keep in mind that you have to demonstrate “how to do something”.
d) You may choose a subject from the list of 100 “How to” topics; or one of your own.
e) Dress for the situation. If you chose a formal subject, then use a formal clothes, etc.
f) Each pair must evaluate another with the rubric provided (your teacher will assign you which pair to
evaluate).
Activity: 6
10 Topics on Web Stuff:
How To:
1. Build mobile websites.
2. Rank in Google's search engine.
3. Design a word press blog.
4. Unzip a .zip file.
5. How to take an .xml file and make it a feed.
6. How to optimize website graphics.
7. How to use an ftp program to upload files to the web.
8. How to open a face book account.
9. How to get set up on Twitter.
10. How to sell stuff on eBay.
10 Topics on Technology:
How To:
1. Download from iTunes.
2. Send text messages.
3. Program a GPS tracker.
4. Install more memory into a laptop.
5. Properly clean a computer screen and accessories.
6. Transfer music from the iPhone to a computer.
7. Burn a DVD.
8. Choose the best computer.
9. Program a TV remote controller.
10. Unlock your Wii console.
10 Topics on Health
How To:
1. Lose weight safely.
2. Increase your metabolism.
3. Lift weights properly.
4. Keep your heart healthy.
5. Get rid of lice.
6. Get rid of acne.
7. Keep your teeth healthy.
8. Quit smoking.
9. Improve your eyesight.
10. How to exercise your brain.
10 Topics on Pets
How To:
1. Teach your parrot to talk.
2. Teach your dog to play dead.
3. Saddle a horse.
4. Set up an aquarium.
5. Breed animals to sell.
6. Give a cat a bath without getting scratched.
7. Introduce new pets to older pets in your household.
8. Choose the right pet for you.
9. Control the pets on sims2.
10. Get rid of fleas and tics.
10 Topics on Fashion
How To:
1. Make your eyes look bigger with makeup.
2. Tie a hair bow.
3. Get rid of static cling in hair and clothes.
4. Shop for clothes on a budget.
5. Curl hair with a curling iron.
6. Apply false eyelashes.
7. Pick clothes that make you look 10 pounds lighter.
8. Care for dry, brittle hair or nails.
9. Remove stains from fabric.
10. Clean a suede or leather jacket.
10 How To Speech Topics on Gardening
How To:
1. Design a desert garden.
2. Create a raised bed garden.
3. Grow bigger tomatoes.
4. Compost when you live in an apartment.
5. Attract butterflies to a garden.
6. Attract hummingbirds to a garden.
7. Grow an indoor herb garden.
8. Repel and kill garden pests.
9. Develop humane animal traps.
10. Control mole damage.

79
BLOCK 2
Phew! There you go, 100 How To speech topics. Hopefully, they'll give you some ideas so you can come up with a
hundred more!
10 Topics on Jobs
How To:
1. Never work again.
2. Get a job after being fired.
3. Write a resume.
4. Write a cover letter.
5. Ask for a raise.
6. Make money on the Internet.
7. Work as a virtual assistant.
8. Deal with office politics.
9. Search for a job online.
10. Add my resume to online job sites.
10 Topics on Education
How To:
1. Develop a photographic memory.
2. Ace your PSAT, LSAT, MCAT, etc. (EXAMS).
3. Become valedictorian.
4. Apply for college financing.
5. Get an online degree.
6. Avoid problems with homeschooling.
7. Get a GED (American High School Diploma).
8. Write a speech.
9. Deal with bullying.
10. Decorate school books.
10 Topics on Holidays
How To:
1. Put on makeup to look like a zombie for
Halloween.
2. Make fake vampire teeth.
3. Carve a scary pumpkin.
4. Create a Christmas tree out of wire hangers.
5. Make a pop-up Christmas card.
6. Build a gingerbread house.
7. Make a thanksgiving turkey out of lunch bags.
8. Make firework fuses.
9. Decorate a cake like a flag.
10. Decorate Easter eggs.
10 Topics on Sports/Recreation
How To:
1. Do a 360 flip on a skateboard.
2. Improve your golf swing.
3. Knot a climbing rope.
4. Tighten wheels on rollerblades.
5. Put together a wakeboard.
6. Repair a bicycle shifter.
7. Arm wrestle someone bigger than you.
8. Play ping pong like a pro.
9. Choose the best paintball gun.
10. Put a spin on a baseball.

80
6
Outstanding
Performance
5
Acceptable
Performance
4
Skills not
refined
3
Missing
Skills
1
Unacceptable
Performance
6. The speaker used gestures that were
appropriate and easy to follow.
11. The body began with the materials needed
and visuals were used.
14. The conclusion is obvious and not
assumed.
Total grade
Evaluation
Activity: 6
Product: Oral presentation and
evaluation rubric.
Score:
Knowledge
Recognizes and developments
different types of informative
speeches or dialogues simple
and clearly.
Produces dialogues or speeches to
deliver the theme chosen.
Collaborates in teams, practicing
in a respectful and courteous
way.
Auto-evaluation
C MC NC

81
BLOCK 2
Persuasive speech or dialogue.
In one survey about people’s fears, respondents ranked a fear of public speaking at #1.
Higher than death! However, many of you will one day have jobs that will ask you to
speak in public often, in fact you do it every day at school or at home. Believe it or not,
although you may think you are the quietest person in the classroom or that you hardly
ever speak that is a skill you practice on a daily basis.
According to your previous experiences and what you know about speech or dialogue answer the
following questions:
1. Can you speak in public? YES NO
2. Why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. What is your fear when you need to speak English in public?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
4. When do you say you practice speaking? Why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
5. What would you say a persuasive dialogue or speech is?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
6. Where do you think you can find a persuasive dialogue or speech?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7. How long do you think a persuasive dialogue or speech should be?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 1

82
Based on the previous activity, complete the KWL chart. Remember that you will list details in the first two
columns and at the end of the sequence you will fill in the last column.
What I Know
What I Wonder
(or want to know)
What I have Learned
Evaluation
Activity: 1
Product: Questionnaire and KWL
chart completed.
Score:
Knowledge
Identifies a real situation and
relates it to the subject.
Determines and contrasts
information proposed in a text from
a real situation.
Shows initiative and interest on
the new topic.
Auto-evaluation
C MC NC

83
BLOCK 2
•A persuasive speech is a speech aimed at
influencing values, ideas, beliefs and
attitudes of the audience. Pragmatically, a
persuasive speech is used to convince
people to come a different idea, attitude and
belief, react to something, consider doing
things they were previously unwilling to do.
Definition
•There are three types of persuasive speeches:
•1) a persuasive speech on a factual matter,
•2) a persuasive speech on an axiological matter (a matter of
value).
•3) a persuasive speech on a matter of policy.
•A speaker should realize that the message he/she carries to
the audience is modified due to additional factors such as
ethos, logos and pathos. Ethos is a complex of a speaker's
personal characteristics: educational level, hidden values,
articulation peculiarities, and presentation skills. Logos is an
appeal to the intellect and rationality of listeners. The notion of
pathos incorporates emotional loading of a persuasive speech
and the appeal to basic values of the audience. A persuasive
speaker should be well aware that there are types kinds of
proofs: artistic proofs and inartistic ones. A speaker specially
elaborates artistic proofs, whereas inartistic ones cannot be
fully predicted and controlled (these are weather, location,
etc.)
Characteristics
•The structure of a persuasive speech is grounded on three fundamentals: identifying the need, providing a plan
of solution, proving the practicality of the solution. When a speaker strives to persuade his/her listeners not to do
something, the structure of the speech should be oriented on establishing the impracticality of performing the
actions.
•Accordingly, a model outline of a persuasive speech is based on a so-called Monroe's motivational sequence.
Monroe's motivational sequence is a five-stage scheme of proving the necessity of some changes, actions, etc.
The scheme comprises:
•a) Attracting attention of the audience to some problem that needs solution (with the help of a startling opening,
visual aids, statistics, etc.;
•b) Proving the need for improvements and changes of a situation: different kinds of testimonies should be
provided to demonstrate inefficiency of existing methods of solving the problem. The audience should be ready
to absorb the new one as revolutionary, promising, positive.
•c) Giving 'satisfaction' to the need: displaying a new workable solution to the problem and making sure the
audience has understood your explanations. Bright details often facilitate learning of the new information.
•d) Making the visualization of practical benefits, which a new solution brings. The visualization can be realized
with the help visual aids, language imagery, and emotional presentation.
•e) Motivating the audience to act according to your plan. In the final part of the motivational speech, it is
expedient that the speaker recalls the initial problem and systematizes the benefits of his/her innovative solution.
Structure/outline

84
Persuasive speaking topic mistakes.
Choose a Great Topic
When choosing a topic for a persuasive speech or dialogue task, watch out for these common difficulties.
For many students, choosing a good topic for a persuasive speech or dialogue is one of the most difficult
parts of the English speaking practice. Here are some common mistakes that some of you make when
selecting a persuasive topic and some ways to avoid these problems:
Mistake 1: Choosing a topic that bores you.
When giving a persuasive discussion or speech, you absolutely must feel strong about your
topic. Otherwise, how will you ever persuade the audience? Take the time to choose a topic
that's meaningful to you, and never choose a topic simply because it sounds easy. Here
there are some persuasive speaking topics for you to consider.
 Should children be given sex education in schools, or
should this be the responsibility of the parents?
 Should the state fund schools run by particular
faiths?
 Should schools require their students to wear a
school uniform?
 Are beauty contests harmful?
 Should Physical Education in schools be
compulsory?
 Should parents be held morally and legally
responsible for the actions/needs of their children?
 Should young people be subjected to curfews as a
way to reduce crime?
 Is physical force a justifiable method of punishing
children?
 Should governments be sending people into space?
 Should governments negotiate with terrorists?
 Can terrorism ever be justified?
 Should negative advertising in political campaigns be
banned?
 Should governments censor material on the World
Wide Web?
 Should the government censor lyrics of songs that
are violent or expletive, for example “gangsta” rap?
 Does television have a negative influence on society?
 Should flag burning as a form of protest be
prohibited?
 Should the state be fully privatized?
 Should ‘factory farming’ be banned?
 Is it morally acceptable to experiment on non-human
animals to develop products and medicines that
benefit human beings?
 Should the international ban on the hunting of
whales be lifted?
 Should we ban the keeping of animals in zoos?
 Should we ban the keeping of animals in circuses?
 Should acts of hate be criminalized?
 What acts should be considered hate crimes?
 Should examinations be replaced with other forms
of assessment?
 Should school students face mandatory drug-
tests?
 Should HIV positive workers have to tell their
employers of their status?
 Should sex offenders be named and shamed?
 Can the assassination of a dictator be justified?
 Should assisted suicide be legalized?
 Should we legalize the sale of human organs?
 Should the numbers of women in the legislature be
raised artificially?
 Should mothers stay at home to raise their
children?
 Should prostitution be legalized?
 Should popular consumerist images of women be
banned because they are violent?
 Should cell phone use in cars be banned?
 Should gambling be legalized and regulated?
 Should the use of performance-enhancing drugs
in sport be legalized?
 Is sport really good for us?
 Should we be trying to prevent species becoming
extinct? If so, why?
 Should the present international ban on trading
elephant ivory be lifted?

85
BLOCK 2
Mistake 2: Choosing a topic you feel too strongly about.
On the other hand, avoid your "hot button" topics. Everyone has issues
that they feel so strongly about that they can't really sympathize with
where people are coming from. There's nothing wrong with feeling this
way about an issue, but it's also not a good idea to give a persuasive
speech on these topics. In order to present a good persuasive speech,
you need to be able to respectfully address opposing views within your
speech, and it's difficult to do this with a hot button issue.
Mistake 3: Choosing a topic that isn't persuasive.
In order for a dialogue or speech to be persuasive, it has to clearly ask the audience or receiver to change their
attitudes or behaviors in relation to your topic. If it doesn't do this, your speech is informative, but not persuasive and
therefore doesn't meet the criteria for the assignment. Remember, an informative speech consists of information. A
persuasive speech consists of evidence.
For example, a speech called "Why You Should Go to Belgium" that includes lots of information
about the great cities and attractions in Belgium has some persuasive elements, and might
convince someone to consider Brussels as a future tourist destination. However, what this
speech does primarily is to provide the audience information about Belgium.
In a more persuasive speech, you might try to persuade the audience that Mexico should
adopt a public transportation system that's more like Belgium's system. This speech would do more than just provide
information about Belgium's buses and trains. Rather, it would provide evidence that Belgium's system is more
efficient, cost effective, and environmentally friendly than public transportation in Mexico.
To make sure that your conversation or a speech is indeed persuasive, make sure the speech uses evidence to
change the audience's behavior and attitude about something and that it uses evidence to do so, as opposed to just
information about a topic.

86
Persuasive rubric
5 4 2 0
TOPIC
The topic you have watched is significant and arousing.
Is limited and narrowed enough statement.
Is meaningful to the public.
Is important to the audience.
INTRODUCTION
Is interesting attention getting opening that made us want to listen.
States the proposition or speech thesis clearly.
Establishes the speaker’s credibility.
Is well organized preview of the best main points of the speech.
BODY
Body of the speech follows a clear organizational outline pattern.
The main ideas and sub-points are arranged in a logical way.
Is focused on at least three major thoroughly described main points.
Valid arguments and emotional, logical or ethical appeals.
Strong evidence to prove and support the persuasive thesis.
Smooth transition sentences.
CONCLUSION
Summary of the main points.
There is a logic tie back to the main speech thesis.
There is a direct call to action.
There is a memorable closing statement.
DELIVERY
Adequate directness, animation and enthusiasm.
Natural conversational tone.
Appropriate vocal volume.
Normal speaking rate.
Good articulation.
Vocal pauses.
Facial expression.
Consistent eye contact.
Natural gestures.
Natural movements.
Word choice and vocabulary.
USE OF AIDS
Relevancy to the central idea and topics.
Appropriate visual aids.
Handling of visual aids.
SOURCES
Number of sources or bibliography.
Credibility of the documentation.
Total
5 Excellent / 4 Very Good / 2 Needs Improvement / 0 Not Satisfactory
Evaluation
Activity: 2
Product: Evaluation of persuasive
speech and Rubric of analyzed video.
Score:
Knowledge
Identifies and analyses the
elements of a persuasive
speech.
Discusses and comments about a
persuasive speech presented in a
video.
Shows initiative and interest on
the new topic.
Auto-evaluation
C MC NC
Analyze the video called “Smoking Skills” made by an American High School student.
Pay close attention to the way the persuasive speech is developed. Then evaluate it in
groups of 5 or six students using the rubric below. Discuss the results in class and report
the conclusions to your teacher.
Activity: 2

87
BLOCK 2
Read the following persuasive speech and present it in teams. One or two students will
present it and the rest of the team will create visual aids to support their classmates’
performance. The challenge is to have each team perform the same speech in a different
way.
Activity: 3
Dear students, where are you going to be in five years? What will you be doing from 9 till 6 every day? In what
sphere will you work? In other words, what are your career objectives? Some of you must be thinking that the third
year of studies is yet too early to ask such questions. Let me assure you that it is high time to decide upon this
issue.
In fact, as my 12 year-long experience as teacher shows, there are only two alternatives. Either you think about your
career beforehand now! Or you graduate in a year with an empty track record, and cling to the very first job
available with the highest salary. "Not bad at all", some of you might think. Still, believe me that you will soon get
bored, for money is not the sense of life. When you hate what you do every day for eight hours, when you go to
work only to receive your monthly salary your life is not complete to say the least. I like the quotation by Elizabeth
Kubler Ross who said that "people are like stained glass windows. They sparkle and shine when the sun is out, but
when the darkness sets in; their true beauty is revealed only if there is a light from within". The source of this inner
light is love for everything that surrounds you your family in the first place, but also your work! It should give you
delight, ensure your professional and personal growth and provide you with a sense of achievement and
importance of what you do. Trust my experience: such people rarely get bored with their work in the course of years
and are much happier than disillusioned money-earners.
The most difficult thing here is to find the right kind of job. Every person is unique and is best suited to a particular
sphere or position. You will never know which exactly is perfect for you until you try. In a year you will graduate from
High School. Where will you go when the diploma is in your pocket? The earlier you start searching, the sooner you
will know the answer. Some of you will pursue the direct specialization and work as translators, interpreters or
language teachers. Others will plunge into a neighboring sphere and will carve out a career in the tourist business,
management etc. Whatever sphere you choose, it should be your cup of tea, not just means to earn your living or
beguile eight hours of your day. I call upon you to assume an active attitude to you career, and investigate the
possible fields of interest right now, while you still have time to be mistaken and opportunity to work part-time. A
year from now is a term long enough to understand what you actually expect from your job and find at least the
direction of your path. You will know the practical advantages of a definite job and its drawbacks as well. The more
you do now, the less confusion you'll feel when the university door is flung open and you are welcome to go but
where? Even small working experience will help you to answer this question and find your true self by becoming a
skilled professional.
According to my deepest conviction, happy person is the person who always brings his own sunshine, wherever he
goes and whatever the weather. Hope to see these sparks in you in one year by the time of your graduation. Thank
you.
Cobach Sonora Educative Innovation Department.
March 2011.

88
Persuasive speech rubric
As you listen to the speech, evaluate the team your teacher assigned to your group. Circle the number that best
describes the team’s performance for each category and determine the total score. Report the results to your teacher.
Evaluation
Activity: 3
Product: Rubric for speech
representation assessment.
Score:
Knowledge
Based on the text represents it
orally in a simple and clear form
using your creativity.
Compares and gives in his or her own
form of speech or dialogue using his
or her creativity and the speech
provided.
Shows respect when working
and evaluating in a team.
Co-evaluation
C MC NC
4 3 2 1
Introduction
The first few lines of
the speech really got
my attention and
made me want to
listen.
the speech got my
attention and I was
curious to hear the
rest.
The first few lines
didn't really get my
attention and I wasn't
sure if I wanted to
hear more.
the speech did not
get my attention and I
did not want to hear
more.
Content
The speech focused
on one or two major
issues and described
those issues
thoroughly.
The speech focused
on one or two major
issues, but did not
fully explain them.
The speech focused
on more than two
issues and did not
fully explain them.
The speech was
unclear and did not
explain any of the
issues thoroughly.
Delivery
The speaker spoke in
a loud, clear voice
and was expressive.
The speaker was
loud and clear, but
not very expressive.
The speaker was
hard to hear at times
and not expressive.
I could not hear or
understand the
speaker.
Conclusion
The end of the
speech was exciting
and lively.
The end of the
speech was
somewhat exciting
and lively.
The end of the
speech was not very
exciting or lively.
The end of the
speech was not
exciting or lively at all.
Overall
The speech was
exciting and
informative and really
made me want to
vote for this person.
The speech was
informative and
somewhat exciting
and I might vote for
this person.
The speech was not
very informative or
exciting and I
probably wouldn't
vote for this person.
The speech made
me not want to vote
for this person.
Total score

89
BLOCK 2
Persuasive speaking is very similar to persuasive writing.
a) Demonstrate the appropriate classroom or public speaking and listening skills (e.g., body language,
articulation, listening to be able to identify specific examples of the speaker’s coordination of talking and
action) that would be necessary to influence or change someone’s mind or way of thinking about a topic.
b) Define the elements of persuasion.
c) Recognize the elements of personal credibility.
d) Develop methods to analyze other students’ speeches.
e) Understand outlining main ideas.
f) Create a persuasive speech.
Reflect on the persuasive speeches we have analyzed in this block
 What made them effective?
 What sorts of appeals, of any kind, did the speakers make to their audiences?
 Think about speeches you have seen on television such as election debates and others.
 How did the speakers “deliver” their speeches?
 As you compose your speech or dialogue and practice delivering it, always keep in mind the following aspects
of good speaking:
 Body Language: Make sure that you have proper posture. If your shoulders are sagging and your legs are
crossed, you will not appear sincere, and people just will not accept your message.
 Articulation: Articulation means how your total vocal process works. There are several steps to this entire
process. You need to understand the process.
o First, you need air from the lungs, your vocal cords in your larynx must be working, your mouth
and tongue must be in sync.
o You have to make sure that you have got some saliva in your mouth to keep things oiled.
o You should be aware of your physical makeup to be able to understand how you speak.
 Pronunciation: You need to pronounce each word. You must avoid slang, except to make a point, and not
slur the words. You must avoid saying, “you know,” “uh,” “um,” and the like.
 Pitch: Pitch refers to the highs and lows of the voice. Whatever you do, you must avoid a monotone!
 Speed: The speed, or pace, is an important variable to control. Between 140-160 words per minute is the
normal pace for a persuasive speech. Any faster and you may appear to be superficial; any slower and
you sound like you are lecturing. If you are not sure about your speed, tape yourself for one minute and
then replay it and count the number of words you used in the minute! The human ear and brain can
compile and decode over 400 spoken words per minute, so if you are going too slow your listeners’ minds
are going to start to wander as their brains finds other ways to keep themselves occupied.
 Pauses: The pause, or caesura, is a critical persuasive tool. When you want to emphasize a certain word,
just pause for one second before; this highlights the word. If you really want to punch it, pause before and
after the word!
 Volume: Volume is another good tool for a persuasive dialogues or speech, but you should use it with
caution. If you scream all the way through your speech, people will become accustomed to it and it will
lose its effectiveness. On the other hand, a few well timed shouts can liven up the speech! You must try to
“project” or throw your voice out over the entire class or speak to the last row.

90
 Quality: Quality of voice is assessed by the overall impact that your voice has on your listener(s). Quality of
voice is the net caliber of your voice, its character and attributes. You must try to keep the vocal quality
high; it is what separates your voice from everyone else’s.
 Variance: Variance of vocal elements is the most important consideration of all. One of the most
persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was
his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears
to a more rapid pace. People were light-headed after listening to him! Even if you don’t have desire to run
for political office, you can still use the tools of variance. Try to change your pitch, volume, and speed at
least once every 30 seconds, if only for just one word. Never go more than one paragraph without a vocal
variance. This keeps the class locked into the speech, for no other reason than it sounds interesting! Let
your words speak for themselves; reflect your nature through your voice.
o If you use the word “strangle,” say it with a hint of menace in your voice.
o If you say the word “heave,” let the class feel the onomatopoeic force behind it.
o If you say the word “bulldozer,” make it sound like a titan earthmover, not like a baby with a
shovel.

91
BLOCK 2
Persuasive speech outline explained.
I. Begin with an opening statement of interest:
a) A rhetorical question.
b) A startling statement.
c) A quotation.
d) An illustration or story.
e) A reference to the subject.
f) A reference to the occasion.
Motivate audience interest in your subject by alluding to (use one or more of the following):
a) The practical value of the information for your audience.
b) A reason to listen.
c) The audience’s sense of curiosity.
d) Establish your credibility by:
a. Alluding to any first-hand experience you may have had.
b. Alluding to sources of information you have consulted.
Provide orienting material by (use one or more of the following):
a) Previewing main points.
b) Defining any technical terms that you will be using.
II. Statement of Need:
There are potentially two kinds of needs (your speech uses one of these):
a) To urge a change-point out what’s wrong with present conditions.
b) To demand preservation of present conditions-point out the danger of a change.
The Need Step is developed by:
a) Illustration: Tell of one or more incidents to illustrate the need.
b) Ramifications: Employ as many additional facts, examples, and quotations as are required to make the need
convincingly impressive.
c) Pointing: Show its importance to the individuals in the audience.
III. Statement of Solution presents a solution:
This step is developed by (use one or more of the following):
a) Statement of solution: a brief statement of the attitude, belief, or action you wish the audience to adopt.
b) Explanation: Make sure that your proposal is understood.
c) Theoretical demonstration: show how the solution logically and adequately meets the need pointed out in the
need step, point-by-point!
d) Practical experience: actual examples showing where this proposal has worked effectively or where the belief
has proven correct.
e) Meeting objections: forestall opposition by showing how your proposal overcomes any objections which might
be raised.

92
IV. Restatement of proposed Solution:
This step helps your audience visualize and it must stand the test of reality. The conditions you describe must be at
least realistic. The more vividly you make the situation seem, the stronger will be the reaction of the audience. There are
three methods of visualizing the future. (Use one or more of the following):
a) Positive:
i. Describe the conditions if your solution is actually carried out.
ii. Picture the listeners in that situation actually enjoying the safety, pleasure, or pride that your proposal
will produce.
b) Negative:
i. Describe conditions if your solution is not carried out.
ii. Picture the audience feeling the bad effects or unpleasantness that the failure to affect your solution
will produce.
c) Contrast:
i. Combination of A and B.
ii. Begin with the negative method (undesirable situation) and conclude with the positive method
(desirable solution).
V. Restatement of summary developed by (use one or more of the following):
a) Restatement of main idea and summary of main points.
b) Statement of specific action or attitude change you want from the audience.
c) A statement of your personal intent to take the course of action or attitude recommended.
d) A concluding statement to recapture interest (a reason to remember).

93
BLOCK 2
Closing Activity
Now it’s time to create your own persuasive speech or dialogue (You are allowed to
choose a topic you’re interest in). The requisites for the speech are:
 The speech should be 3-5 minutes long.
 Hold your ideas with research.
 Hand in an outline as evidence of planning and drafting to your witting and reading strategies
teacher.
Your speech should be 3-5 minutes long. You will turn in a written outline of your speech so that the
teacher can determine whether there is any evidence of drafting and preparation (use the format
below). Remember that a good persuasive essay was never written without a bit of research; a good
persuasive speech or dialogue is no different. You’ll need facts to back up your opinions, so make sure
you demonstrate you’re right with some solid evidence. Use the Internet to find statistics, studies, and
other facts. You will be evaluated based on the following:
I. Opening / Interest
A. Reason(s) to Listen
B. Speaker Credibility
C. Thesis Statement
II. Report of staff
A. Illustration
III. Solution
A. Explanation of Solution
B. Demonstration
1.________________________________________________________________________________________________
2.________________________________________________________________________________________________
3.________________________________________________________________________________________________
Activity: 4

94
C. Practical Experience
D. Meeting Objections
1._______________________________________________________________________________________________
2._______________________________________________________________________________________________
IV. Proposed Solution
A. Negative Visualization
B. Positive Visualization
V. Summary
A. Statement of Specific Action or Attitude Change
B. Statement of Personal Interest
C. Reason to Remember

95
BLOCK 2
Tip: Ask your classmates to listen and comment on your text to speech one or two days before the final delivery. Note
and evaluate their feedback, opinions and recommendations about your ideas on this persuasive speech.
Evaluation:
Using the rubric below, evaluate a persuasive speech your teacher will assign you.
List the sources you used to write your outline. You need to use at least two.
SOURCES:
1.
2.
3.
4.
5.

96
Persuasive rubric
4 3 2 1
TOPIC
The topic you have found is significant and arousing
Is limited and narrowed enough statement
Is meaningful to the public
Is important to the audience
INTRODUCTION
Is interesting attention-getting opening that made us want to listen
States the proposition or speech thesis clearly
Establishes the speaker’s credibility
Is well organized preview of the best main points of the speech
BODY
Body of the speech follows a clear organizational outline pattern
The main ideas and sub-points are arranged in a logical way
Is focused on at least three major thoroughly described main points
Valid arguments, and emotional, logical or ethical appeals
Strong evidence to prove and support the persuasive thesis
Smooth transition sentences
CONCLUSION
Summary of the main points
There is a logic tie back to the main speech thesis
There is a direct call to action
There is a memorable closing statement
DELIVERY
Adequate directness, animation and enthusiasm
Natural conversational tone
Appropriate vocal volume
Normal speaking rate
Good articulation
Vocal pauses
Facial expression
Consistent eye contact
Natural gestures
Natural movements
Word choice and vocabulary
USE OF AIDS
Relevancy to the central idea and topics
Appropriate visual aids
Handling of visual aids
SOURCES
Number of sources or bibliography
Credibility of the documentation
Total
Evaluation
Activity: 4 Product: Rubric and outline. Score:
Knowledge
Writes and prepares a speech
and presents it to the class.
Executes and represents the speech
in class.
Shows respect when
classmates deliver their speech
and receives feedback
assertively.
Auto-evaluation
C MC NC

97
BLOCK 2
Entertainment speech or dialogue.
Start Up Activity
Now answer the following questions.
1) Was the whole greeting activity interesting? Why? ____________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
2) What did you do after greeting somebody?
______________________________________________________________________________________________________
3) Where you thinking “what else can I say” after greeting the person? Why? ________________
______________________________________________________________________________________________________
4) What did you feel when somebody greet at you and didn’t know what to say next?
______________________________________________________________________________________________________
5) Where you expecting something else to be said during the chatting?
______________________________________________________________________________________________________
I. All group starts walking around the classroom.
II. Your teacher then asks all you to greet each other, perhaps just by shaking hands.
1. Students shake hands, move on, and greet the next classmate they meet. (1 or 2
minutes)
2. This time greet each other in different situations; use these options:
a. Greet each other like you greet a long lost friend
b. Greet someone you don't really trust
c. Greet an ex-boyfriend or girlfriend
d. Greet someone you really hate
e. Someone you have a secret crush on
f. Someone you owe money to and have been
avoiding
g. Someone that sold you an awful used car
h. Someone with bad breath
i. Greet someone like you are a cowboy
j. Greet someone like you are a soldier
k. Greet someone like you are very rich/poor
Activity: 1
Yes
Yes
Yes
No
No
No

98
Let’s think you are at a family reunion or a party.
6) After greeting; what would you say to people you just have talked to for a few seconds in any of the situations
presented?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
7) Write a brief comment here about this activity:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
8) Do you know what “Entertain” means?
9) Discuss your definition with your teacher and classmates. Then, look for the definition in a dictionary:
Yours: ________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Dictionary:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
10) Use entertain in a sentence:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
11) Search entertain on the Web:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Yes No

99
BLOCK 2
12) In the box below, create a collage that represents the concept “entertain”. Use as many pictures as you need.
Evaluation
Activity: 1
Product: Questionnaire and
Collage.
Score:
Knowledge
Comprehends and collects
information in order to identify
an entertainment situation and
represents it in different forms.
Organizes information and outline
in order to recognize an
entertainment circumstance.
Shows initiative and interest in
developing the activity.
Auto-evaluation
C MC NC

100
The speech to entertain has as its goal to catch and hold attention. It may provide information, and it may persuade; it
may even be humorous, though that is not a requirement of the speech to entertain. The speech to entertain meets its
goal if it does nothing more than catch and hold attention.
Alan H. Monroe
(Principles and Types of Speech)
How to develop an entertaining dialogue or speech topic.
A speech or dialogue to entertain may be either informative or persuasive in nature, but
the supporting materials are selected primarily based on their entertainment value. The
speech still must make a valid point or argument, but it can be done using humor.
Many speech topics can fall under the goal to inform, to persuade and to entertain.
Take, for example, the topic of 911. As an informative speech, one could describe how to
use the system. As a persuasive goal, one could examine the problem of long response times.
For a speech to entertain, a student can provide an amusing speech about the miss-use of 911.
“Hello, 911? My cat is stuck up in a tree”.
“Have you ever seen the skeleton of a dead cat up in a tree? It WILL come down!”.
Main purpose: TO ENTERTAIN
Speaking to entertain help you get promotion:
At social occasions like club meeting, dinner, parties, graduation, holiday, wedding…., you can make impression on
your audience by using entertaining speeches. This often result in promotions, new employment opportunities,
business contacts and other good chances
Organization:
A. Introduction: purpose statement.
B. Body: Explanation.
Explain the point of the anecdote.
Strengthen your theme with additional anecdote.
C. Conclusion:
Conclude by say again your central point.
Finish with a great anecdote to ensure a memorable ending.
Be careful with sarcasm.
Chose a subject:
Anecdote:
Short, interesting or amusing story about a real person or event.
Open with an introduction (an anecdote). Select one that directly relates to your audience or purpose.
Describe how your speech or dialogue will be focus on this point. Remember to spread your anecdotes through your
speech.

101
BLOCK 2
There are many ways to develop a topic for a speech to entertain. Use this speech or dialogue checklist for every issue
of your choice.
1. Consider your entertainment topic from different points of view.
2. Choose for an unusual or strange angle of approach.
3. Wonder what the reason is for some habits or daily grind.
4. Give a normal issue, subject or topic a personal, dramatic twist.
5. List _______ ways to...
6. Perform dialogues and metaphors.
7. Tell a story about a personal experience, interrelate the humorous anecdote in the
main theme.
8. Give mocking comments on perfectly ordinary things, persons, places, values or
thoughts.
9. Ridicule large organizations or institutions. But don't offend.
10. Laugh at and ridicules professional slang or dialogues.
11. Find similarities between opposing subjects. That can be a very humorous entertaining speech topic.
12. Ask: What If and express the possibility till it becomes ridiculous, funny and entertaining.
How to Deliver an Entertaining Speech or dialogue; here you have five entertaining speech tips:
1. Organize and structure your entertaining topics.
2. Establish your speech speaking goal or purpose. There's no problem if you talk about one theme.
3. If you tell funny or humorous things about some individuals in your public: don't insult and be sensitive.
4. Try to deliver your public speaking speech topics extemporaneously as much as you can.
5. So practice a lot. Ask a friend if it's entertaining enough. And practice on timing the flow of your entertaining speech
topic.
What if I am not funny?
Before going any further, a speech to entertain is indeed a speech and should not resemble a stand-up comedy act. If
you are thinking that you are not funny and could not possibly, pull off a speech that is humorous in nature by first
saying that is most likely not the case. Have you ever had someone laugh hysterically at something you said and had
no idea why they were laughing? Humor is extremely subjective.
Sadly, many people laugh at the expense of others. For example, in an article in the San Francisco Chronicle the other
day there was a note where the headline was “Man Stuck in Chimney.” This poor man was locked out of his home and
decided to try entering through the chimney. He got stuck. Eventually his neighbors heard his yelling and called the
police. Since the chimney was narrow, the man decided to take off his clothes so he would have more room.
If you are a student who does not think they are funny is to simply pick a topic that lends itself naturally to humor. A
comedian I saw many years ago at a public performance in San Francisco started his short act by saying: “I would like
to thank George W. Bush for making my job as a stand-up comic very easy!” I take this to mean he credits Mr. Bush
and not himself for his very funny material. I had a student research chap stick addiction where she was able to find
plenty of information on how one can become addicted to lip balm. Another student found an article on the pigeon
talking about how pigeons have been used to test the effects of cocaine on humans. Many times, material is funny on
its own.

102
Evaluation rubric
A—Excellent B—Above Average C—Average D—Needs Work
Introduction
Introduction is complete
with name and a creative
preview of items that ties
them together. The
audience becomes
absorbed in the speech.
Introduction is adequate
with name and a basic
preview of items in a logical
way. Catches the
audience’s attention and
interest in the speech.
Introduction is minimal
with only a name given
or only a preview.
Somewhat catches the
audience’s attention
and interest in the
speech.
Does not give name
or preview the items
in a way that catches
the audience’s
attention or makes
them interested in the
speech. “This is my
stuff.”
Item 1
Item is unique, unusual,
unexpected, and/or
unconventional. Student
has put serious thought
into choice. Story behind
explanation is interesting,
entertaining, and
meaningful. Explanation
is thorough.
Item is interesting, not
something typically carried
on a daily basis, and
creates interest for the
audience. Evident the
student put effort into item
choice. Story behind
explanation is interesting or
meaningful. Explanation is
adequate but needs
elaboration.
Item may be ordinary
but explanation makes
item more
interesting/unusual.
Story behind item is
minimal or does not
convey meaning.
Item is an everyday
object almost
everyone has.
Explanation is
extremely brief and
does not convey why
item is meaningful, a
story behind it, or a
memory attached to
the item.
Item 2
unexpected, and/or
entertaining, and
is thorough.
adequate but needs
elaboration.
item more
minimal or does not
convey meaning.
Item is an everyday
object almost
everyone has.
Explanation is
extremely brief and
does not convey why
memory attached to
the item.
In teams of three create a “cooperative communication subject”; the goal is to produce a
speech or dialogue to entertain. Your speech should talk about “the doll’s history” and
the message they send to young girls. Don’t forget to bring realia such as dolls or
pictures to enrich your presentation. They (the items or realia) have to be used as a main
part of your speech. Present whatever you may need to make the speech or dialogue
more interesting. Each team will be evaluated by another. Your teacher assigns them.
Activity: 2

103
BLOCK 2
Item 3
unexpected, and/or
entertaining, and
is thorough.
adequate but needs
elaboration.
item more
minimal or does not
convey meaning.
Item is an everyday
object almost
everyone has.
Explanation is
extremely brief and
does not convey why
memory attached to
the item.
Conclusion
Summarizes the items
and reinforces why they
were chosen.
Emphasizes meaning or
lesson behind items.
Clearly marks the end of
the speech.
Summarizes and reviews
the item. It is clear the
speech is over, but
conclusion is basic.
Conclusion is minimal.
Leaves the audience
somewhat unsure
whether speech is
over.
Does not review the
items or why they
were chosen to share.
End is unclear or
unplanned closes
with “That’s it.”
Total
Evaluation
Activity: 2
Product: Speech assessment
rubric.
Score:
Knowledge
Writes and collects information
in order to create an
entertainment situation.
Represents a speech in class.
Conducts and organizes
information to perform an
entertainment speech or dialogue.
Co-evaluation
C MC NC

104
<
What Makes Two People Compatible?
Compatibility defines an attitude to be in a harmonious relationship wherein the two people
have a complete understanding of one another. Have you wondered about what makes
two people compatible? To find the answer, read on…
I have always thought of compatibility as being of two kinds. One wherein, two parts
exactly match one another while the other type of compatibility is when one part fits into
the other with 'effort' to make the two parts seem compatible, when they are actually not.
This principle applies well to relationships as well. When the people involved in a
relationship exactly match one another with respect to their attributes, they are compatible to the true sense of the term.
By the idea of one person trying to fit into the other, we mean that one of the two people dissolves into the identity of
the other. For me dissolution of one’s identity into that of the other, which makes the two people appear compatible, is
not compatibility. The merger of the two for making up for each other’s inabilities and boosting the strengths of one
another makes two people compatible.
When it comes to making two people compatible, it comes to matching their views, their likes and dislikes. It is about
compensating for each other on understanding each other's strengths and weaknesses. A compatible relationship is
indeed rewarding in terms of the physical as well as psychological wellbeing of the individuals involved in it. The
sentiments experienced through compatibility include affection, sensuality, and the interest in one another and most
importantly, trust. The self-esteem along with a due regard for the other makes the people in the relationship,
compatible with each other. Giving each other time and space and a due regard to each other's emotions makes the
people compatible. What makes two people compatible is their belief in the relationship and a will to continue it.
Understanding is a vital component of a healthy relationship. A clear understanding of each
other’s personalities makes the two people compatible. An understanding involves the
recognition of the strengths of one another and the readiness to make up for each
other’s weaknesses. Understanding somebody´s comprises of a true
understanding of the feelings of the other person. The people involved in a
relationship should bear in mind that every human is bound to have his/her own set
of positive and negative qualities. The positives need to be encouraged while the
negatives need to be worked upon. For the two involved in a relation to be
compatible, the comprehension of a person's weaknesses must not follow ridicule.
It should rather be followed by the readiness to work with the person to fight his/her
inabilities. The preparation of a person to work mutually with the other individual
involved in the relationship, leads to a compatible couple.
Read the following entertainment speech and present it in teams. One or two students
will present the speech and the rest of the team will create visual aids to support their
classmates’ performance.
Activity: 3

105
BLOCK 2
There are many factors, which make up the elements that decide compatibility between two people. One of the
important factors for compatibility is their culture. It is their social and economic background that plays a vital role in
compatibility. The environment in which two people are brought up, their family and their value system play a major role
in their being compatible.
The educational backgrounds, the career objectives and creative skills of the two people should match so that they are
compatible with each other. The compatibility between two people also depends on their intelligent and emotional
quotients. It is their ways of looking towards life that makes two people compatible. Their principles and beliefs, their
values and their approach towards living are determinant of their compatibility with one another.
Every human being wants to be loved. It is human nature to feel the need to be cared for, to have a close friend and
have someone to live for. Love might happen at first sight. It may be the result of mere physical attraction and the
attraction is bound to be short-lived. Experts say that compatibility is not something one has; it is something one has to
make. According to the researchers working in psychology, the building of compatibility is a process, it is a willingness
to work and it is basically an attitude that needs to be developed to make a
relationship healthier. According to the experts, love is a blend of biology and
behavior. It is certainly in a person's hand to shape that love by adding to
it the very essential aspect that is called compatibility.
People talk of zodiac signs and horoscopes, which are believed to
determine the compatibility between two people. They give different
theories that are considered to define one's compatibility with another.
But, in my view, it is the feelings, which the two people bear for one
another, that decide how compatible they are.
By Manali Oak.
Evaluation:
Using the rubric below, evaluate a presentation in teams. The teacher will assign you the group you will
evaluate.
Assessment rubric
Evaluative
criteria
Excellent Good Average
Needs
Improvement
Fails to
Meet
Criteria
Individual
Points
Earned
SPEAKER
1
Content: Speaker
elaborates on individual
topic with vivid detail &
thorough explanation for
approximately one minute.
Delivery: Speaker
maintains successful eye
contact, rate, volume/
projection, enunciation,
and poise. Speaker uses
few, if any, noticeable
fillers.
Meets all
requirements
for individual
content.
Meets most
delivery
criteria
effectively.
Meets most
requirements
for content but
could
elaborate more
effectively.
Weaknesses in
one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for
less than 30
seconds.
Mostly
ineffective
delivery.

106
SPEAKER
2
Content: Speaker
Delivery: Speaker
fillers.
Meets all
requirements
for individual
content.
Meets most
delivery
criteria
effectively.
Meets most
requirements
for content but
could
elaborate more
effectively.
Weaknesses in
one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for
less than 30
seconds.
Mostly
ineffective
delivery.
SPEAKER
3
Content: Speaker
Delivery: Speaker
fillers.
Meets all
requirements
for individual
content.
Meets most
delivery
criteria
effectively.
Meets most
requirements
for content but
could
elaborate more
effectively.
Weaknesses in
one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for
less than 30
seconds.
Mostly
ineffective
delivery.
SPEAKER
4
Content: Speaker
Delivery: Speaker
fillers.
Meets all
requirements
for individual
content.
Meets most
delivery
criteria
effectively.
Meets most
requirements
for content but
could
elaborate more
effectively.
Weaknesses in
one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for
less than 30
seconds.
Mostly
ineffective
delivery.
Group Delivery Time: ________
Evaluation
Activity: 3
rubric.
Score:
Knowledge
Represents an entertainment
speech that involves and
engages his / her classmates.
Organizes information in order to
prepare an entertainment speech or
dialogue.
Collaborates actively representing
the speech delivered by the team.
Co-evaluation
C MC NC

107
BLOCK 2
Closing Activity
Read the following entertainment topics and prepare a speech in teams. One or two
students will present it and the rest of the team will create visual aids to support their
classmates’ performance.
In teams of three or four, prepare the following Entertainment speech or dialogue:
Time:
1 minute per group member (group of 3 = 3 minute minimum / group of 4 = 4 minute minimum)
Topic Choices:
People’s Annoyances:
 What does people do that drives you crazy?
 Why does it bother you?
 How can it be avoided or remedied? (No rude comments, name calling, or singling anyone out.)
Deserted Island:
 What one item would you want with you if stranded on an island?
 Why?
 Uses? (No people, “endless” items, modes of transportation, or forms of communication.)
Preparation:
 Each group must turn in one complete outline before their presentation.
 Every individual group member is responsible for one main point in the body of the speech.
 All members should work together on the introduction and conclusion that ties the entire presentation
together. (Be creative! Tell a story, act out a sketch, sing a song, etc.)
 Body of outline should be in note form only – not manuscript.
 Must include transitions to switch between speakers and parts of the presentation.
 Every member should have a copy of the group outline in case of absences.
 Each person may use 1 note card during the presentation.
Reminders:
 Be enthusiastic when presenting your speech.
 Pay special attention to eye contact, posture, rate of speech, voice inflection and volume.
 All group members will stand together to present. Members should remain involved throughout the speech,
but should not distract from the speaker.
 The evaluation will be both in group and individually.
Evaluation:
Each team will be evaluated by another one with the rubrics provided. Your teacher assigns which one to
evaluate. Rubric A evaluates the team. Rubric B evaluates each team member. Report results to your teacher.
Activity: 4

108
Evaluation
Rubric “A”
Evaluative criteria Excellent Very good Good Average
Needs
improvement
Fails to meet
criteria
Group
score
0-5
points
OUTLINE /
PREPARATION
Intro & conclusion
are manuscript;
body is outlined
(no full
sentences);
speaker
transitions are
manuscript.
Contains
all
elements
but one is
somewhat
weak.
Contains
all
elements
but 2 are
weak or
one
element is
missing.
Some
elements are
weak or 2
elements are
missing.
Most
elements are
weak or 3
elements are
missing.
All elements are
especially weak
and several
elements are
missing.
INTRODUCTION
Catches attention,
contains a clear
thesis,
incorporates all
group members,
previews body.
Contains
all
elements
but one is
somewhat
weak.
Contains
all
elements
but 2 are
weak or
one
element is
missing.
Some
elements are
weak or 2
elements are
missing.
Most
elements are
weak or 3
elements are
missing.
All elements are
especially weak
and several
elements are
missing.
TRANSITIONS
Clearly and
smoothly moves
from each
speaker/point of
the body to the
other with strong
connections.
Clearly
moves
between all
points but
connection
is weak.
Clearly
moves
between
most
points.
Clearly
moves
between
some points
but not
others.
Moves
awkwardly
between
most points
of the body.
Does not
demonstrate
effort to make
connections
between any
points/speakers.
CONCLUSION
Summarizes
points of body,
relates back to
introduction,
incorporates all
group members,
ends on a
memorable
statement.
Contains
all
elements
but one is
somewhat
week.
Contains
all
elements
but 2 are
weak or
one
element is
missing.
Some
elements are
weak or 2
elements are
missing.
Most
elements are
weak or 3
elements are
missing.
All elements are
especially weak;
several
elements are
missing, or end
with “Thank
you…That’s all.”
ENTERTAINMENT
VALUE
Content is
creative,
incorporates all
group members
and points, holds
audience’s
attention
throughout
speech, uses
humor
appropriately.
Effort to
meet all
criteria is
evident but
minimal.
Meets all
criteria but
one.
Meets all
criteria but
two.
Meets all
criteria but
three.
Uses
inappropriate
humor,
participation is
inconsistent
between group
members, or
effort is minimal.
Group total grade

109
BLOCK 2
Evaluation
Rubric “B”
Evaluative
criteria
Excellent Good Average
Needs
Improvement
Fails to Meet
Criteria
Individual
Points
Earned
SPEAKER 1
Content: Speaker elaborates
on individual topic with vivid
detail & thorough
explanation for
Delivery: Speaker maintains
successful eye contact, rate,
volume/ projection,
enunciation, and poise.
Speaker uses few, if any,
noticeable fillers.
Meets all
requirements for
individual
content.
Meets most
delivery criteria
effectively.
Meets most
requirements
for content but
could
elaborate
more
effectively.
Weaknesses
in one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for less
than 30
seconds.
Mostly ineffective
delivery.
SPEAKER 2
detail & thorough
explanation for
volume/ projection,
noticeable fillers.
Meets all
requirements for
individual
content.
Meets most
delivery criteria
effectively.
Meets most
requirements
for content but
could
elaborate
more
effectively.
Weaknesses
in one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for less
than 30
seconds.
Mostly ineffective
delivery.
SPEAKER 3
detail & thorough
explanation for
volume/ projection,
noticeable fillers.
Meets all
requirements for
individual
content.
Meets most
delivery criteria
effectively.
Meets most
requirements
for content but
could
elaborate
more
effectively.
Weaknesses
in one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for less
than 30
seconds.
Mostly ineffective
delivery.
SPEAKER 4
detail & thorough
explanation for
volume/ projection,
noticeable fillers.
Meets all
requirements for
individual
content.
Meets most
delivery criteria
effectively.
Meets most
requirements
for content but
could
elaborate
more
effectively.
Weaknesses
in one or two
areas of
delivery.
Details are
vague;
speaks for
less than 45
seconds.
Significant
weaknesses
in multiple
areas of
delivery.
Content is
inadequate,
generic, or
unspecific;
speaks for less
than 30
seconds.
Mostly ineffective
delivery.

110
Evaluation
Activity: 4
rubric.
Score:
Knowledge
Represents an entertainment
speech in class. Develops the
information. Involves students in
an entertainment situation.
Diagnoses activity and block
material. Organizes information in
order to lay out the entertainment
speech.
Collaborates actively representing
the speech presented by the
team.
Co-evaluation
C MC NC

Building healthy habits.
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción o producción escrita de diversos tipos de texto en otro idioma.
 Solicita e intercambia información referente a los hábitos saludables de las personas; en situaciones sencillas de
socialización, recreación o laboral.
 Escribe, lee y practica diálogos informativos para obtener más conocimiento de un área en particular.
 Aprende mediante textos instructivos a seguir pasos y a dar instrucciones de manera oral en diálogos o
exposiciones orales, en situaciones sencillas de socialización, recreativas o laborales.

112
Informative Speech.
I. Read the following text individually. Then, in teams of 8 make a round table
discussion about the subject of the text. Each team will choose a leader will be
responsible to present the team’s final conclusion. At the end, the team shares with
the rest of the class the title they consider the best for the reading and explains their
reasons.
Due to changing lifestyles and unhealthy eating habits, young children are
facing the problem of obesity. Obesity is a very unhealthy condition and it can
lead to many serious problems. Therefore, it comes very important in infants to
prevent obesity.
It is very essential to be very supportive to your child if he or she is obese.
Remember that with your love and care only your child can get rid of this
problem. Just explain to him what his body is going through and be very
careful in understanding his problems. Remember that if you are not
supportive then this can have a negative effect on his or her personality.
Changing lifestyle is the key to preventing and curing this problem.
Encourage your child to be physical active instead of watching TV. Take
good care of his diet. Make sure that he or she eats a balanced, healthy
and nutrient rich diet. Include non-fatty dairy products, fruits, green
vegetables, fat free breads, calorie and sugar free juices. Change your
lifestyle in order to set a good example for him or her. Involve them in
family activities like trekking, biking, swimming, or any other outdoor
sports with involves physical activity.
Remember that obesity in a child is a problem and it can surely be
treated. A little effort on your part combined with the efforts of your child,
can really cure this problem and result in a healthy and active body.
II. The title for the text is:
_________________________________________________________________________________________________
III. Use the next page rubric to evaluate the round table discussion.
Activity: 1

113
BLOCK 3
Rubric for roundtable discussions.
Criteria
Points
5 4 3 2 1
 The team understands text accurately.
 The team deduces text appropriately.
 The team and the leader help uncover the key ideas.
 Leader and the rest of the team refer to and use specific evidence to support arguments.
 Leader uses references and ideas from earlier material learned in this class in order to flesh out
the arguments.
 Leader and team show analytical facility with text and ideas.
 Leader demonstrates a strategy for leading the discussion that leads to the assigned outcomes.
 Discussion runs smoothly.
 Leader help all classmates participate.
 Leader asks good questions and follows-up questions.
 Leader makes all participate in the discussion.
 Leader shows respect to the class by holding the conversation at a challenging and rigorous
level by creating a dialogue and complete the assignment.
 The team displays good work habits.
 The team is ready on time.
 The team works well together.
Evaluation
Activity: 1
Product: Team discussion and
rubric results.
Score:
Knowledge
Names the text based on the
round discussion, and presents
reasons to the class.
Recalls, Determines and applies
previous knowledge to identify the
main idea in a text, conversation or
speech.
provided by teacher and
classmates.
Co-evaluation
C MC NC

114
Informative speech or dialogue.
The main purpose behind an informative speech or dialogue is to deliver the information or message clearly to the
audience. Remember that audience can be one person or many like the whole class or more. An informative speaker is
responsible for researching on the topic provided and presents a detailed presentation in a very clear and concise
manner. The basic theme of an informative speech or dialogue is the information; therefore, proper understanding of
the topic is very important. An informative speech or dialogue should be an outcome of the detailed study. An
informative speech is required in almost all fields, whether you are software professional or a nonprofessional or a
student, you may require sharing information with your classmates, subordinates and managers. Keeping this
perspective in mind, we can say that the informative speech is the key factor for success of a professional irrespective
of the field he or she belongs to.
1. Then the body part of the speech should include all the details.
2. At last, you need to conclude on a specific solution. The conclusion should draw the meaning for the informative
speech and include the message to be delivered within the conclusion part of the speech.
An informative dialogue or speech requires the speaker to adjust the body language according to the type of
explanation required, as some audiences may feel distracted due to irregular body language.
Practice makes a person perfect when talking fluently in English or delivering a speech; therefore, you must practice
the speech so that all the pros and cons are clear in your mind if you have chosen a controversial topic.
Purposes of informative speaking
Informative speaking offers you an opportunity to practice researching, writing, organizing, and speaking skills. You will
learn how to discover and present information clearly. If you take the time to thoroughly research and understand your
topic, to create a clearly organized speech, and to practice an enthusiastic, dynamic style of delivery, you can be an
effective "teacher" during your informative speech. Finally, you will get a chance to practice a type of speaking you will
undoubtedly use later in your professional career.
The purpose of the informative speech is to provide interesting, useful, and unique information to your audience. By
dedicating yourself to the goals of providing information and appealing to your audience, you can take a positive step
toward succeeding in your efforts as an informative speaker.
Researching your topic.
As you begin to work on your informative speech, you will find that you need to gather additional information. Your
instructor will most likely require that you locate relevant materials in the library and cite those materials in your speech.
In this section, we discuss the process of researching your topic and thesis.
Conducting research for a major informative speech can be a daunting task. In this section, we discuss a number of
strategies and techniques that you can use to gather and organize source materials for your speech.

115
BLOCK 3
Gathering materials.
Gathering materials can be a daunting task. You may want to do some research before you choose a topic. Once you
have a topic, you have many options for finding information. You can conduct interviews, write or call for information
from a clearinghouse or public relations office, and consult books, magazines, journals, newspapers, television and
radio programs, and government documents. The library will probably be your primary source of information. You can
use many of the libraries databases or talk to a reference librarian to learn how to conduct efficient research.
The five-step method for improving delivery.
It should be clear that coping with anxiety over delivering a speech requires significant advanced preparation. The
speech needs to be completed several days beforehand so that you can effectively employ this five-step plan.
5.Do a dress rehearsal of the speech under conditions as close as possible to those of the actual speech.
Practice the speech a day or two before in a classroom. Be sure to incorporate as many elements as possible in
the dress rehearsal...especially visual aids.
4.Practice in front of a mirror, tape record your practice, and/or present your speech to a friend. You are looking
for feedback on rate of delivery, volume, pitch, non-verbal cues (gestures, card-usage, etc.), and eye-contact.
3.Practice the speech aloud... rehearse it until you are confident you have mastered the ideas you want to
present. Do not be concerned about "getting it just right." Once you know the content, you will find the way that is
most comfortable for you.
2.Practice the speech repeatedly from the speaking outline. Become comfortable with your keywords to the point
that what you say takes the form of an easy, natural conversation.
1.Read aloud your full-sentence outline. Listen to what you are saying and adjust your language to achieve a
good, clear, simple sentence structure.

116
Childhood Obesity.
Obesity has been called the new American epidemic by many doctors. It is
estimated that fifty eight million Americans living in the United States are obese,
and that eight out of ten people who are over twenty-five are overweight.
Obesity is, easily, America's fastest growing health concern. This condition,
though, is not limited to American adults. Doctors have recently found that nearly
thirteen percent of all American children suffer from this problem and that statistic
seems to go up each year.
Understanding the jump in childhood obesity rates is directly linked to
understanding obesity itself. The American Academy of Pediatricians defines
childhood obesity as occurring in kids who have a BMI of more than 30. Other
institutions, though, suggest that a child whose body weight is at least 20% higher
than a child of a similar height is obese. No matter what the exact definition is, obesity is, simply, excess body fat.
Why, though, is obesity such a concern? I mean, hey, an extra Twinkie or two can't really harm a kid, can it? Actually,
yes, it can.
Obesity cannot only increase the risk of psychological problems in kids, like eating disorders, depression, and anxiety
problems, it can also put them at risk for all sorts of physiological problems including heart disease, high blood
pressure and diabetes. In fact, forty-five percent of all new cases of juvenile type-II diabetes are obesity linked.
Childhood obesity increases the risk of orthopedic problems. Because kids are forced to carry extra weight that their
bone structures simply cannot handle, bowed legs and arthritis are increasingly present. Obese kids also have more
skin disorders than children of a healthy weight. Obesity increases the skin area subject to folds, which, in turn,
increases problems like heat rash and dermatitis. All of this can create serious problems for the child and for our health
care system. In 1979, hospital costs associated with childhood obesity were $35 million. At the end of the decade, they
had risen to $127 million.
Some may suggest that the rise in childhood obesity rates is due to naturally occurring medical conditions like
hypothyroidism and Cushing's syndrome. Each child who demonstrates symptoms of obesity should be carefully
evaluated by a medical professional for these conditions, although most doctors suggest that the occurrence of these
problems in children is quite low, and the obesity epidemic is linked to more serious societal problems like low physical
activity levels and poor eating habits.
There is little doubt that childhood obesity rates are on the rise, and treatments for the problem may be simpler than
you think. The best treatment for the problem, on a societal level, is prevention. This can be accomplished by
increasing the number of mothers who breastfeed their babies, thereby delaying the introduction of solid foods to six
months of age, limiting the television and video game intake of toddlers and older kids alike, providing healthy, low-fat
nutritious snacks and meals for kids of all ages, and creating family exercise plans.
If obesity has already occurred, treatment should include a manageable weight loss plan, behavior modification
therapies, nutrition counseling, and an exercise plan.
Focus and reflect on what you have studied about informative speech or dialogue. Then,
prepare a 2 minutes presentation based on the reading below about childhood obesity.
Activity: 2

117
BLOCK 3
Childhood obesity is on the rise, and clearly, everyone is at risk from the effects of this devastating condition. This
"unknown" problem in America needs attention. The children are our future, and thus, it is unacceptable to put them at
risk for obesity and the health problems associated with being overweight.
By advocating healthy diets, exercise, and education, the fast increase in childhood obesity throughout the country can
be ended.
Once you have finished preparing the previous activity, present the product to the rest of
the class. Your teacher will choose a peer who will be in charge of grading your
presentation using the rubric below. At the end, you will have to report results to your
teacher as they will be part of your final grade.
Activity: 2a

118
Rubric
Speaker: Theme: Childhood Obesity
Time: Date: Score:
Introduction
Introduced adequately 0 1 2 3 4 5
Audience orientation/goodwill 0 1 2 3 4 5
Forecast of audience relevance 0 1 2 3 4 5
Preview major points 0 1 2 3 4 5
Body
Coherence / organizational structure 0 1 2 3 4 5
Association/clustering 0 1 2 3 4 5
Precise language 0 1 2 3 4 5
Verbal aids/vivid language 0 1 2 3 4 5
Transitional phrases 0 1 2 3 4 5
Clarity 0 1 2 3 4 5
Conclusion
Summarize major points 0 1 2 3 4 5
Restate purpose 0 1 2 3 4 5
Audience connection/application 0 1 2 3 4 5
Closing thoughts 0 1 2 3 4 5
Audience / Delivery
Enthusiasm/volume 0 1 2 3 4 5
Conversational style/rate/pausing 0 1 2 3 4 5
Poise / eye contact / distracting movement 0 1 2 3 4 5
Effective gestures 0 1 2 3 4 5
Audience adaptation 0 1 2 3 4 5
Q&A feedback response 0 1 2 3 4 5
Evaluation
Activity: 2 Product: Presentation and rubric. Score:
Knowledge
Recalls information from the text
in order to prepare and present
an oral production.
Applies his/her knowledge to
present his/her own ideas orally.
ideas and is opened to feedback.
Auto-evaluation
C MC NC

119
BLOCK 3
Informative speech topic ideas.
Choosing distinctive topics for your oral communication class.
So how do you choose an appropriate and interesting informative speech topic? If you think this is a difficult task,
you're not alone. For many high school students, choosing good speech topics is one of the most challenging parts of
their oral communication class. Learning how to pick the right topic is an important part of developing strong public
speaking skills.
The first thing to remember when you're writing or delivering an informative speech is this: you need to find something
to teach the audience. For the duration of your short speech, you are the teacher, and it's your job to provide your
students with some clear and useful information.
So what are some criteria for selecting a good informative speech topic? Here are some tips.
1. Speak about something you know about. Pick something that you already have some knowledge about.
Otherwise, you're going to have to do an awful lot of research to be able to speak with confidence about your
topic.
2. Speak about something you care about. Enthusiastic teachers are good teachers. You know that from being a
student, right? The audience isn't going to listen or learn much unless you convey to them that this is a topic
worth learning about.
3. Speak about something the audience will care about. This is very important. If you speak about something that
is relevant to your audience, they are much more likely to pay attention and learn something.
4. Choose a topic that is of interest to the whole audience. A speech about trendy women's hairstyles may be of
interest to many of the females in your audience, but most of the males will not find this relevant at all. Be
careful not to lose part of your audience.
5. Choose an informative speech topic that's not too broad. If you choose a topic that's too broad, you're not
going to have enough time to talk about it in much detail. For example, don't give a speech about "museums in
the Europe." There are thousands of them, so this topic is way too broad. Narrow it down to something like "art
museums in Amsterdam," and you have a manageable topic. You also don't want to choose a topic that's too
narrow, but this is a much less common problem.
6. Avoid topics that everyone already knows about. If the information in your speech is already known, your
speech isn't going to inform them of anything new. Don't give a speech about freshman orientation or about
popular student hangouts.
7. Avoid highly complex topics. You probably only have a short period to speech, so explaining a technical or
complicated issue well is very difficult. Complex speeches tend to be filled with jargon, or technical words that
most of your audience is not familiar with.
8. Make sure your speech isn't actually a persuasive speech. This is very important, and your public speaking
instructor may downgrade you if you fail to do this. An informative speech teaches the audience about
something. A persuasive speech asks the audience members to change their attitudes or behaviors. Be
careful not to cross the line.

120
Criteria
Points
5 4 3 2 1
 The team understands text accurately.
 The team deduces text appropriately.
 The team and the leader help uncover the key ideas.
 The team refers to and uses specific evidence to support arguments.
 Team uses references and ideas from earlier material learned in this class in order to flesh out
the arguments.
 Team shows analytical facility with text and ideas.
 The whole team demonstrates a strategy for leading the discussion that leads to the assigned
outcomes.
 Discussion runs smoothly.
 Team help all classmates participate.
 Team asks good questions and follows-up questions.
 Team makes all participate in the discussion.
 The whole team shows respect to the class by holding the conversation at a challenging and
rigorous level by creating a dialogue and complete the assignment.
 The team displays good work habits
 The team is ready on time
 The team works well together
Evaluation
Activity: 3 Product: Presentation and rubric. Score:
Knowledge
an oral production.
Applies his/her knowledge, to
listening and presenting ideas
and is opened to feedback.
Auto-evaluation
C MC NC
Prepare a speech about a place of your interest in groups of five. The speech has to be at
least 3 minutes long and no longer than five minutes. You may talk about your last summer
vacation, a famous tourist destination, your hometown and some others. Be sure to
mention important details such as typical food, culture, activities and traditions that
describe the place you chose.
Activity: 3

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BLOCK 3
Prepare an “Informative Speech” about one of the 4 topics below in pairs or groups of
three and present it to the class. Be aware your presentation 1 to 5 minutes long.
1. The Food Speech. An especially good idea if your speech class is
right before lunch! Talk about a type of cuisine, or about ways to make
healthy food.
2. The School Speech: Your fellow students and you all have one thing in
common: you are students at the same school! Therefore, if you give a
speech about your school, you won't have to work hard to make the speech
relevant to everybody. Research something interesting that most people don't
know about your school. Talk about some famous alumni or some interesting
historical trivia. Or talk about an office or service at school that might be
helpful to students.
3. The Local Current Event Speech. Inform your fellow students about what's going on
in your community or what's going on around school. If there's a local election,
provide some information about the candidates. If there's some local legislation that
affects students, your speech on the issue will be very relevant.
4. The Celebrity Speech: Who doesn't secretly love to dish about celebrities?
Give an informative speech about a celebrity you find particularly interesting.
Just be sure to provide some information everyone doesn't already know.
Activity: 4

122
Rubric
Speaker (s): Topic:
Time: Date: Score:
Introduction
Introduced adequately 0 1 2 3 4 5
Audience orientation/goodwill 0 1 2 3 4 5
Forecast of audience relevance 0 1 2 3 4 5
Preview major points 0 1 2 3 4 5
Body
Coherence / organizational structure 0 1 2 3 4 5
Association / clustering 0 1 2 3 4 5
Precise language 0 1 2 3 4 5
Verbal aids/vivid language 0 1 2 3 4 5
Transitional phrases 0 1 2 3 4 5
Clarity 0 1 2 3 4 5
Conclusion
Summarize major points 0 1 2 3 4 5
Restate purpose 0 1 2 3 4 5
Audience connection/application 0 1 2 3 4 5
Closing thoughts 0 1 2 3 4 5
Audience / delivery
Enthusiasm / volume 0 1 2 3 4 5
Conversational style/rate/pausing 0 1 2 3 4 5
Poise /eye contact / distracting movement 0 1 2 3 4 5
Effective gestures 0 1 2 3 4 5
Audience adaptation 0 1 2 3 4 5
Q&A feedback response 0 1 2 3 4 5
Evaluation
Activity: 4
Product: Presentation and
evaluation rubric.
Score:
Knowledge
an oral production.
Values with a positive attitude
ideas and is opened to feedback.
Co-evaluation
C MC NC

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BLOCK 3
Closing Activity
The Benefits and Advantages of Eating Healthy Food
By Mark McGimpsey
Wherever you are in the world, good eating habits and a good diet is essential for
maintaining a long-term improvement to your health. Your activity level while playing
a role in your health and well-being, can suffer a setback if you eat the wrong kind
or wrong quantity of food. The best kind of eating habits you can acquire are ones
that permit you to enjoy what you eat (not a complete feel good diet however), but
have a balanced and good diet that doesn’t leave you getting too much of one
thing and not enough of another. One nutrient that is usually out of proportion is
carbohydrates. People typically in modern western cultures have feel good diets
that lead to a higher than necessary carbohydrate intake, which leads to those
carbohydrates being broken down and stored as fat. Carbohydrates are basically
complex sugars, which are burned by the body for energy, unless they are not
needed, (in which case they are stored as fat as I have said).
Unfortunately most of the best tasting foods are high in carbohydrate. However, they are not altogether bad, but
eating too many carbohydrates inevitably will cause you to gain weight. Good eating habits and a good diet plan
allow your carbohydrate intake to be more balanced so that excess carbohydrates do not end up being stored,
and you feel healthier instead of having an almost carefree feel good diet. Fatty foods containing higher levels of
cholesterol counters the effects of good eating habits. It can be argued that it is sometimes better to eat more fat
and carbohydrate because you’re body to break down fat has to work much harder, and burn more energy. While
a little cholesterol is important in your diet, too much is downright dangerous. The excess tends to stick to blood
vessel walls, narrowing their diameter, causing an increase in blood pressure which can lead to increased risk of
heart attacks. A good diet plan is going to be a different for everyone as good eating habits should include foods
from all the food groups: meats, grains, fruits, vegetables, and dairy. The classic food pyramid suggests that you
should eat about six servings of grains, about three servings of vegetables, three portions of fruit, two portions
from the dairy group, and two servings of meat. The food pyramid suggests that foods from the junk group
should be used carefully, and perhaps should never be part of your good diet plan, but this is not always
possible as you know. However, your intake of food from the junk group when all is said and done is your choice,
and the results will show accordingly.
Unfortunately keeping up good eating habits can be particularly difficult with
today’s busy schedules. Most people just don’t have the time to spend
adequately preparing their meals, and usually do end up supplementing at least
one of their daily meals with fast food from a restaurant, cafe, or fast food chain.
Usually these fast foods are not very healthy overall. If you find yourself falling
into this type of situation, probably the best advice is to be aware of what you
are actually eating. We all know it’s not possible to be 100 per cent correct in
what we eat all the time, but as long as you keep good eating habits awareness
forefront in your mind, a little backsliding should not be too detrimental to your
health.
Mark McGimpsey is a published author and owner of web sites that provide information on Health and Wellness
and on Healthy Eating.
Activity: 5

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I. After reading the previous speech, discuss about the content in teams of five and complete the KWL
chart.
Directions:
1) List what you know (K) about a topic; 2) what you want (W) to learn about a topic; and 3) what you learned (L) about
the topic after reading and discussing about it.
K-W-L Chart

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BLOCK 3
II. Each team elaborates an informative speech
III. The speech has to be about healthy eating habits.
IV. Choose one of the following topics in teams.
a. The importance of healthy habits.
b. How to use the Food Pyramid.
c. How to use the “eat well” plate.
d. What is and how to prepare a healthy menu.
e. How to prepare a healthy menu for a child.
f. How to prepare a healthy menu for a teenager (male and female)
g. How to prepare a healthy menu for an adult (male and female)
h. How to prepare a healthy menu for a sedentary person (male and female)
i. How to prepare a healthy menu for an athlete. (male and female)
j. The importance of water and exercise in healthy eating.
V. Bring to class any materials you may need to make your presentation more interesting and
meaningful.
VI. Remember you will be evaluated individually and as part of a team.
VII. Rubric “A” is for team evaluations.
VIII. Rubric “B” is for speaker evaluation. Each team member must be evaluated by another (different)
team
Rubric “A”
Team Effectiveness Evaluation Rubric
Project ___________________________________________
Evaluator _________________________________________
Your evaluation of the team overall should be written in the column labeled as Your Grade. Add any comments below the
table.
Category
Score Your
grade1 2 3 4 5
1. Roles and
responsibilities
(establishing and
performing
assigned
responsibilities to
team)
Roles were not
defined or were
meaningless;
individuals did not
own their roles;
performance in roles
was ineffective
Roles used, but only
major ones (e.g.,
leader, recorder); all
members accepted a
role, but fulfilled
assigned role only
minimally
Functional roles assigned and
revised over time; team
members performed multiple
roles during project; all
members accepted, assessed,
and improved roles over time;
roles performed skillfully; team
members helped with other
roles
2. Attitude and
climate (creating
and maintaining
supportive team
climate)
Complacent energy
level; disrespectful
attitude common;
conflicts were
destructive to team
Energy level generally
upbeat; polite
acceptance of the
views and ideas of
others; conflicts
Energy level inspiring and
motivating for productivity; team
members encouraged and built
the strengths of others; conflicts
were resolved effectively and

126
performance defused were used to develop team
understanding and growth
3. Resource
management
(assessing,
accessing, and
using team
resources to
achieve goals)
Students were used
only passively;
schedule was poorly
defined; other
resources were
poorly used
All members
contributed to a similar
extent; each team
member’s strength
was used; project
milestones were set
and generally
monitored; available
resources were used
All team members contributed
extensively; team member’s
skills were assessed and
strengths developed and used;
both project and member
milestones were set, monitored,
and revised; necessary
resources were identified,
accessed, developed, and used
creatively
4. Operating
procedures
(establishing and
using processes to
ensure effective
team interactions
and productivity)
Very low
expectations;
operating procedures
were either
nonexistent or
ineffective
Procedures were
general and only
verbalized; procedures
were often but not
always followed;
procedures clarified
expectations and
aided
interdependence
Procedures were oral (rather
than written), revised as needed,
and supported by all;
procedures were followed
regularly; use of the procedures
built relationships and led to
team interaction
5. Combined effect
Team was a
collection of
individuals that
merely divided the
work to be done
Moderate interaction
attained, either at low
level or sporadically;
the team realized
some benefit from
working together
beyond simple division
of labor
High degree of cooperation
attained; team members
developed skills and ideas
through interactions with others;
final design could not have been
achieved by dividing project and
working individually
Comments:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________

127
BLOCK 3
Individual Team Members’ Evaluation Form
Project ___________________________________________
Evaluator _________________________________________
CATEGORY Outstanding Competent Inconsistent Deficient Totals
5 4 3 2
Speaks Clearly
Speaks clearly and
distinctly all (100-95%) the
time, and mispronounces
no words.
Speaks clearly and
distinctly all (100-95%)
the time, but
mispronounces one
word.
Speaks clearly and
distinctly most (94-
85%) of the time.
Mispronounces no
more than one word.
Often mumbles or
cannot be understood
OR mispronounces
more than one word.
Posture and
Eye Contact
Stands up straight, looks
relaxed and confident.
Establishes eye contact
with everyone in the room
during the presentation.
Stands up straight and
establishes eye
contact with everyone
in the room during the
presentation.
Sometimes stands up
straight and
establishes eye
contact.
Slouches and/or does
not look at people
during the
presentation.
Pitch
Pitch was often used and
it conveyed emotions
appropriately.
Pitch was often used
but the emotion it
conveyed sometimes
did not fit the content.
Pitch was rarely used
OR the emotion it
conveyed often did
not fit the content.
Pitch was not used to
convey emotion.
Preparedness
Student is completely
prepared and has
obviously rehearsed.
Student seems pretty
prepared but might
have needed a couple
more rehearsals.
The student is
somewhat prepared,
but it is clear that
rehearsal was lacking.
Student does not
seem at all prepared
to present.
Time-Limit
Within 2 minutes of
allotted time +/-
Within 4 minutes of
allotted time +/-
Within 6 minutes of
allotted time +/-
Too long or too short
Last names, speaker 1 Evaluation Last names, speaker 2 Evaluation Last names, speaker 3 Evaluation
Last names, speaker 4 Evaluation Last names, speaker 5 Evaluation Last names, speaker 6 Evaluation
Evaluation
Activity: 5
Product: Presentation about the
chosen topic and evaluation rubric.
Score:
Knowledge
Recalls and prepares
information from the text in order
to present an oral production.
Appreciates team work and
shows positive attitude when
listening and presenting ideas.
Co-evaluation
C MC NC

128
Instructional speech.
Do you like coffee? Yes ________ No ________
Why?
____________________________________________________________________
Do you consider yourself caffeine addict?
____________________________________________________________________
How much coffee do you drink a day?
____________________________________________________________________
One cup? ________
Two cups? _______
More? ___________
How about caffeinated sodas? _________________________________________
The Truth about Caffeine.
Caffeine is pervasive in our society these days and every few months we hear about how a study has shown that it is
bad for us or good for us. What are we to believe? Today we are going to give you some of the facts about caffeine
and its effects on your body. It may not cause you to change your coffee consumption but at least you'll be better
informed about what you are putting into your body.
Let´s talk about the beneficial effects of caffeine, the negative effects and discuss what are considered safe levels of
caffeine consumption.
Let's start with the good news.
Caffeine, which comes from the leaves, seeds and fruits of about 63 different plants, is
well known as a stimulant. That's why people drink it, right?
Caffeine does help you wake up and feel more alert and it has been shown to
increase attention spans. This is a beneficial effect for people who are driving
long distances and for people who are doing tedious work. Calling this a health
benefit may be stretching it, though staying awake while you are driving a car is
definitely a benefit to your well-being! Caffeine also contains antioxidants which
have been shown to have cancer prevention qualities.
The negative effects of caffeine are largely dependent on how much you consume.
When consumed in small quantities like, for example when you have one cup of
coffee or one soda, caffeine can cause your heart rate to increase, you urinate
more which can cause dehydration, and your digestive system produces more
acid. In larger amounts, caffeine can cause you to have headaches, feel restless
and nervous, be unable to sleep, and even, in very large quantities to have
hallucinations.(Don't try that at home!) When larger amounts of caffeine (over 600
mg per day) are used over long periods of time you can develop sleep problems,
get depressed and have problems with your digestive system.

129
BLOCK 3
According to a Medline article on the National Institutes of Health website, having caffeine in your diet is not of any
benefit to your health but moderate consumption is also not considered harmful. They say that having up to 3 eight
ounce cups of coffee a day or 250 mg of caffeine is considered (quote) "average or moderate". 10 cups of coffee a day
is considered excessive. Also, remember that the amount of caffeine per cup can vary greatly depending on the type of
beans that are used and the strength of the brew. Most sodas with caffeine, unless they are specially enhanced like
"Jolt" or something like that, have about 35 mg of caffeine per 8 ounces so you don't have to worry too much unless
you are drinking several 2 liter bottles per day. Also, the effect of caffeine on you personally will depend on a number of
factors like your weight, general health, mood and personal sensitivity to
caffeine.
You can see that caffeine can have both positive and negative effects on our
health and well-being but the bottom line is that if you drink your coffee or
sodas in moderation, you don't have to worry too much. So, the next time you
are wondering whether you should have that second cup of coffee to perk you
up, relax. At least now you know what it is and isn't doing to you!
http://www.best-speech-topics.com/sample-informative-speech.html
Article adapted by COBACH Department of Educational Innovation

130
Name: _________________________________________________________________ Speech Length: ____min. ____ sec.
INFORMATIVE SPEECH RUBRIC 4 3 2 1 Total
Intro-
duction
Catchy opener that was delivered effectively
Statement that related the topic to the audience directly (Why should the
audience listen?)
Established credibility (through nonverbal and verbal means)
Necessary background information
Preview main points
smooth transition
Body
Pattern:
Clear main points
Adequate support?
Stats story quote-authority articles/books no reference to source
Refining technique (mnemonic, parallel phrasing, repetitious phrase,
alliteration, ABC, catchy key words)
Effective use of connective tissue in the body:
Signposts
Transitions
Internal previews and reviews
Con-
clusion
Clear indication that ending
Summary of main points
Catchy concluding statement
Delivered with closure
knew you were done with your speech
Non-
verbal
Delivery
Walked confidently up to front & did not start speech while walking
Finished speech before walking & walked confidently back to seat
Good posture
Good use of floor space (and didn’t pace)
Gestures enhanced speech (rather than detracted from it)
Good eye contact w/ entire audience
Good vocal variety, rate, volume, articulation, effective use of pauses
Evaluation
Activity: 1
Product: Written speech, oral
delivering and evaluation rubric.
Score:
Knowledge
Prepares and presents an oral
and written speech to the class.
Collaborates and appreciates pair
work and shows positive attitude
openness.
Co-evaluation
C MC NC
1. Based on the text and your answers, elaborate a speech in pairs.
2. Grab a pen and paper, and write an amazing speech to teach and impress your
classmates.
3. Take into account all you have previously learned about speeches before when
presenting your work.
4. Present the team’s written speech to your teacher and bring it orally to the class.
5. Evaluate a team assigned by your teacher using the rubric provided below. Notice
you will be also graded by another team.
Activity: 1

131
BLOCK 3
How to deliver an “instructional speech”.
By Mary Beth Magee, eHow Contributor and
adapted by COBACH Department of Educational Innovation
Difficulty: Moderate
Instructions:
1) Outline the material. List main points and crucial step-by-step details. Go through the information aloud as a rough,
time estimate. Check for any steps omitted in the outline.
2) Adjust material as necessary to more closely conform to the target time frame. Allow time for questions and
answers, if these are included in the format.
3) Prepare any visual aids or handout materials to be used in the presentation.
4) Amplify the outline with description and detail. Include anecdotes and phrases of particular importance. Identify
visual aids and where they will be used within the text. Print the presentation in a large font for easy reading.
Double-spacing the text provides room for editing (that’s for your own comfort when reading it).
5) Rehearse the speech, using the printed text and visual aids. Check the timing. Make any necessary edits for clarity
or time, and rehearse again. Use a "practice audience," if possible.
6) Reprint the text if needed. Rehearse until the material and handling of visual aids is natural.
Tips & Warnings:
 Include every step required for the task being taught.
 The amount of time to spend on any given point is dependent on whether or not the audience will want to take
notes on it. Provide the information as a handout to smooth the presentation.
 Provide a bibliography and list of resources, if applicable.
 Have a little extra information in reserve should the presentation run short; this can be an alternative method, an
anecdote about the subject or historical information. Novice speakers sometimes speak faster than normal in a
presentation, if they are nervous. The extra information will be a buffer against running short.
 Print the final version of the text on one side of the paper only. Number the pages, but don't staple them. Rather
than turning pages, simply slide each page aside as it is completed.
 If the presentation requires a product at various stages (such as preparation of a recipe or painting a landscape),
have samples at the various stages ready to show. There may not be time for each step to be completed in the
presentation.
 Have a question ready as an icebreaker for Q&A. Ask it of the audience.
 Don't assume the audience will know a step is implicit in the process. Be explicit and clear to avoid unhappy
listeners later.
 Practice with the actual equipment to be used in the presentation. Speech time is not the time to realize your slide
show isn't compatible with the equipment.
Present an instructional speech to demonstrate
or explain a process or procedure. The amount
of detail included will depend upon the
background of the audience, the possibility of
the presentation and the amount of handout
material used (if needed). Evaluate the audience
before beginning your preparation, and gear
your speech to their level and needs. Mentally
review the procedure to be covered before
beginning to write.

132
Informative Speech Ideas:
How to find research and outline speech topics to inform. Elaborating by doing research is your basic speech writing
strategy. And do it as profoundly as possible. Study yourself the:
1. Facts.
2. Figures.
3. Stories.
4. Statistics.
5. Surveys.
6. Expert testimonies.
7. Examples.
8. Personal experiences.
9. Professional experiences.
10. Quotations.
11. Comparisons and contrasts.
Only use visual aids to assist you in clarifying and supporting your thoughts, but first check the public speaking
assignment rules on visual aid in relation to the one you find in my list of 100+ ideas. Document your material, because
then it's easy to turn up the pages of your reference books for a closer research of your speech topics.
The Specific Purpose:
Now that you have found enough material to outline your informative speech ideas, nail down your specific goal or
statement. Capture it in a infinitive phrase that says it all.
Example of a clear idea: I will inform my audience of the four stages of painting a wall. Then work out the - let’s say -
five stages.
For example:
1. Deciding on the color.
2. Buying the paint and accessories.
3. Stopping gaps.
4. Cleaning the wall.
5. The painting work itself.
How To Outline:
Now create a clear, effective and simple speech blueprint.
 Gain attention by stating an attention getting introduction.
 State why your information is essential
 Why you want to tell them.
 Illustrate and prove the need by use examples, comparisons and illustrations.
 Then satisfy the needs. Show the steps, main points or ideas in a logical, chronological or topical order.
 Summarize each point before you proceed to the next point. See if they understand you.
 Summarize your central informative speech idea and state the steps briefly.
 End with a strong conclusion that helps the public to remember your message.
 Ask if there are questions.
Okay, by now you have developed a blueprint for creating and writing your informative speech ideas.

133
BLOCK 3
Informative speech topics.
Coming up with the right informative speech topics can be
one of the most difficult parts of writing and deliver an
informative speech. Before you come up with a strong topic,
though, it is probably important to understand the basic
premise of an informative speech. Informative speeches are,
essentially, a way to provide your audience with information
on a given topic. That information should be useful and
helpful to those listening. A good way to think of an
informative speech is to think of it in terms of a “teaching
speech”. Your job as a speaker is to teach the audience or
partner everything they might need to know about your topic
such as the effects of caffeine on your body or marriage
rituals around the world. Good informative speeches start
with strong informative speech topics and a good informative
speech outline. Make sure that each piece of information you offer audience members is important to the topic you
have chosen. Everything in your speech should be of value to audience members.
Selecting the right informative speech topic is easily one of the hardest parts of
the speech process, but there are a few ways to make the process a bit easier
on you. In many real life speaking situations, what you speak about is dictated
by the needs of the situation. For example, if your teacher asks you to speak
during your class about the new software your school recently purchased, your
chosen informative speech topic would obviously be the program your teacher
wants you to discuss. However, there are times you will have to come up with
your own ideas for informative speech topics. In the classroom setting, your
teacher will allow you to choose your own topic, this means requiring you to
come up with a subject matter that you want to write or speak a speech on. In
order to narrow down the field of topics, think about the things you find
interesting. For example, if you are a fan of a popular novelist, such as Stephen
King, perhaps you might want to make a speech about that person. If you have
an interesting part-time job, this might be a good time to tell people about the
aspects of your job. “I worked for a short time for Miss Cleo's Psychic Line” and
this was a great informative speech topic as most people are curious about
what this type of job consists of.
You will still have to complete some pretty extensive research
if you choose a topic that you already have some knowledge
of, but your experiences with that topic will make an excellent
supplement to your research materials. If you cannot think of
something you are interested in, there are several other ways
to come up with good informative speech topics. One great
way to select a topic is to think about areas of knowledge that
you are currently unfamiliar with, but that you have some
interest in researching. This may be a bit of a challenge to you.
Your goal is to learn enough about the subject to not only
understand it yourself, but also to present it to audience
members in a clear, logical fashion. Another way to select
topics is to talk to classmates, instructors, family and friends
about possible topics. Other people make great sounding-
boards when you get stuck. For example, perhaps all you can
come up with is the general topic area of basketball. One of your classmates may help you to think of other ideas that
could stem from that including the history of the game, the rules of the game, and some of the game's heroes. When

134
you use this method, though, use it with a measure of caution. You want to choose something that will capture the
audience's interest not just that of the people involved in the decision process.
Coming up with the right informational speech topics can be a bit rough at times, but ensuring that the goal of the
informative speech remains foremost in your mind will help to guarantee your topic will be a success. Check out a
sample informative speech on caffeine, an example informative speech on hybrid animals, a free informative speech
on childhood obesity or an informative speech sample on how humor heals to get you started.
The major rule of thumb for this kind of speech:
Just be informational, don't persuade. If you give your opinion or judgment and you attempt to persuade the audience
to act or agree, then it is a speech to persuade instead of to inform. Bottom line: you, the public (or private for instance
if you are talking with only one person) speaker, tries to communicate ideas in a powerful way!
a) Describe the various pros and cons, good and bad features of a subject.
b) Show how to do something how something works or is made.
c) Stimulate your public to visualize things you describe.
d) Offer special details or new information they think is a classical Eureka! Thought.
e) Use (if necessary) visual aids to support your best speech thesis, simplify complexity, build credibility, to enhance
understanding.
Different Information Speech Topics.
You can talk about all sorts of things for informative speeches on
cooking, history or medical and psychological issues, or try the
general list this module provides you. Relate them to cultural
artifact objects, products, people, animals, historical, current or
future events, places, processes, procedures, concepts,
definitions, policies, theories, and so on. Or find the best
informative speech topic idea by inventing your personal,
educational or professional experiences and by associating your
goals and aims. Remember, stay close to your interests and
expertise. That's the only key to communicate messages
successful to your listeners.
Limit your informative speech topics about objects, products,
people, animals, places or events to one single aspect or angle
of approach. For example research your good ideas on new and
surprising information and discoveries. Focus an open speaking
presentation about processes and procedures on action steps: show how to do something step by step with
informative demonstrational topics. Describe the importance and the general context of the procedure by connecting
action and effects.
These informative topic ideas always are a great success, because the audience or listener one or many, can see what
you mean, and they often do the things you've showed by themselves, right on the spot. It generates a lot of
interaction!
If you choose for concepts, definitions and policies then provide a detailed:
 What,
 Why,
 When,
 and How.
In other words, a so called expository on these somewhat abstract informative speech topics. Make them come to life
with your speaking skills!

135
BLOCK 3
Rubric
5 4 2 0
TOPIC
The topic you have watched is significant and arousing
Is limited and narrowed enough statement
Is meaningful to the public
Is important to the audience
INTRODUCTION
Is interesting attention getting opening that made us want to listen
States the proposition or speech thesis clearly
Establishes the speaker’s credibility
Is well organized preview of the best main points of the speech
BODY
Body of the speech follows a clear organizational outline pattern
The main ideas and sub-points are arranged in a logical way
Is focused on at least three major thoroughly described main points
Valid arguments, and emotional, logical or ethical appeals
Strong evidence to prove and support the persuasive thesis
Smooth transition sentences
CONCLUSION
Summary of the main points
There is a logic tie back to the main speech thesis
There is a direct call to action
There is a memorable closing statement
DELIVERY
Adequate directness, animation and enthusiasm
Natural conversational tone
Appropriate vocal volume
Normal speaking rate
Good articulation
Vocal pauses
Facial expression
Consistent eye contact
Natural gestures
Natural movements
Word choice and vocabulary
USE OF AIDS
Relevancy to the central idea and topics
Appropriate visual aids
Handling of visual aids
SOURCES
Number of sources or bibliography
Credibility of the documentation
Total
Evaluation
Activity: 2
Product: Video analysis of speech
delivery and evaluation rubric.
Score:
Knowledge
Analyses a video that presents
an instructional speech.
Applies and uses his/her and team’s
knowledge, to present conclusions in
a rubric.
Appreciates team discussion
and shows positive attitude
when watching to the video
speech. Collaborates evaluating
with the rubric.
Co-evaluation
C MC NC
Analyze a video about an instructional speech named “How to be smart about saving” in
groups of 5 or 6 students. Then evaluate the speech using the rubric below and report
your results. Finally, discuss about the speech and the rubric with the teacher and the
rest of the class.
Activity: 2

136
1. In teams of five, analyze the following pages information and discuss how cell
phones are being used by teens in North America and Latin America.
Activity: 3

138
2. Each team elaborates a 3 minutes speech about the previous topic and presents it to the class.
3. Use graphics, images or supporting material to make your speech more interesting and significant.
4. Consider the following tips when presenting your speech:
a) Try to establish eye contact with your partner or the entire audience.
b) Vary the rate, pitch, and volume of your voice, as well as its tone.
c) Use your hands to gesture instead of keeping them clasped in front of you.
d) Look at the audience more than your notes.
e) Don’t pace back and forth, jingle change in your pocket, or play with your hair.
f) Stand behind a podium if it makes you feel more comfortable.
g) Convey enthusiasm for your subject. It’s contagious.
5. Evaluate the presentation your teacher assigns you using the rubric below.

139
BLOCK 3
Evaluation Rubric
Team’s Name: ________________________________________________________ Speech Length: ____min. ____ sec.
INFORMATIVE SPEECH RUBRIC 4 3 2 1 Total
Introduction
1. Catchy opener that was delivered effectively
2. Statement that related the topic to the audience directly (Why
should the audience listen?)
3. Established credibility (through nonverbal and verbal means)
4. Necessary background information
5. Preview main points
Body
Pattern:
Clear main points
Adequate support?
Stats story quote authority articles/books no reference to source
Refining technique (mnemonic, parallel phrasing, repetitious phrase,
alliteration, ABC, catchy key words)
Effective use of connective tissue in the body:
Signposts
Transitions
Internal previews and reviews
Conclusion
Clear indication that ending
Summary of main points
Catchy concluding statement
Delivered with closure knew you were done with your speech
Non-verbal
Delivery
Walked confidently up to front & did not start speech while walking
Finished speech before walking & walked confidently back to seat
Good posture
Good use of floor space (and didn’t pace)
Gestures enhanced speech (rather than detracted from it)
Good eye contact w/ entire audience
Good vocal variety, rate, volume, articulation, effective use of pauses
Evaluation
Activity: 3
Product: Speech presentation and
rubric.
Score:
Knowledge
Analyses information and
elaborates a speech based on
it.
Applies and uses information from a
text, prepares a speech, presents it to
class and assesses the activity using
a rubric.
Appreciates group work. Shows
positive attitude when teams
present their speech and
collaborates with his / her
evaluating using the rubric.
Co-evaluation
C MC NC

140
Closing Activity
Congratulations, you are about to finish this course!
Now, you will create a Video Library with video pods of “Informative Speeches” made by
your classmates and you. It is of great importance that you consider the following
directions:
I. Choose a topic for your speech. You may use one of the topics presented on next page.
II. Tape your speech. You have to show evidence of your audience.
III. Hand in your written speech to your “Writing and Reading Strategies” (WRS) teacher for correction and
assessment. Ask your teacher to sign it in.
IV. Gather some audience to deliver your speech
V. Your “Instructional Speech” must be at least three minutes long and last no longer than eight minutes.
VI. Use visual Aids when presenting your speech.
Assessment:
VII. Your teacher will assign you the date and time you have to present your speech.
VIII. Hand in your written speech signed by your WRS teacher before the presentation.
IX. No late speech assignments will be accepted.
X. Papers and videos will not be accepted via email.
XI. All videos will be evaluated with using a rubric.
Elements to be included in the Instructional Speech (written speech and videotaped speech):
 Introduction “introducing yourself”.
 Topic.
 Specific Purpose Statement.
 Organized structure.
o Introduction.
o Body.
o Conclusion.
NOTE:
Your WRS teacher will assign you a date and time to present your speech as soon as you hand in your written
work. No works will be accepted after __________________________. People, who do hand in works on time, will
get a “0” (zero) for the speech.
Activity: 4

141
BLOCK 3
List of informative speech topics:
1. How to wash your hands
2. How to wrap a package
3. How to carve a pumpkin
4. How to make a paper plane
5. How to set a formal dining table
6. How to make balloon animals
7. How to polish leather shoes
8. How to make a sandwich
9. How to tie a tie
10. How to fold an American flag
11. How to treat a bee sting
12. How to make a charcoal crystal garden
13. How to take someone’s blood pressure
14. How to press flowers
15. How to make trail mix
16. How to yoga
17. Avoid athletic injuries
18. Lift properly
19. Cook _____ (a favorite dish)
20. Clean CDs and CD players
21. Clean a computer
22. Cure hiccups
23. Dress for a job interview
24. Exercise without pain
25. Giftwrap a present
26. Lift heavy objects correctly
27. Make a salad
28. Perform a card trick
29. Perform self-defense moves
30. Perform the Heimlich maneuver
31. Properly do several exercises
32. Put out kitchen fires
33. Use a fire extinguisher
34. Remove a stain
35. Shine leather shoes
36. Start a garden
37. Stock and maintain an aquarium
38. Do first Aid
39. Strange Allergies
40. Antivirus software.
41. Architectural movements.
42. Classic Cars.
43. Barbecue tips.
44. Bed and Breakfast (hosting).
45. Chess strategy and tactics.
46. Mountain climbing.
47. Dental care.
48. Exotic pets.
49. Guitar manufacturing.
50. Horse, dog or cat breeds.
51. Italian cuisine, Indian or any kind of Food you like.
52. Kayaking.
53. Kosher Food.
54. Landscaping.
55. Teenagers Parenting.
56. Snowboarding.
57. Stress management.
58. Voice Over IP.(VOIP telephones)
59. Wildlife.
60. Wine making.
Grab one of your favorite speech topics and turn it into an interesting speech. Tickle your fantasy with this list of
informative speech topics!

142
Assessment
Rubric
Speaker: Topic:
Date: Score: Time:
Performance Assessment 0 1 2 3 4 5
Introduction
Introduced adequately
Audience orientation/goodwill
Forecast of audience relevance
Preview major points
Body
Coherence/organizational
structure
Association/clustering
Precise language
Verbal aids/vivid language
Transitional phrases
Clarity
Conclusion
Summarize major points
Restate purpose
Audience connection/application
Conversational style/rate/pausing
Audience adaptation
Q&A feedback response
Total
Evaluation
Activity: 4
Product: Written speech for WRS
class, Videotaped speech.
Score:
Knowledge
Analyses and Identifies the
elements of a persuasive
speech in a written and oral
form by videotaping it.
Prepares a written instructional
speech and videotapes it.
Appreciates work and shows
positive attitude when peers
present their speech. Shows
responsibility delivering the
speech in a timely manner.
Co-evaluation
C MC NC

143
BLOCK 3
Bibliography
Leo Jones and Victoria Kimbrough. GREAT IDEAS “LISTENING AND SPEAKING ACTIVITIES FOR STUDENTS OF
AMERICAN ENGLISH”. Editorial Cambridge University Press / New York, N. Y, 2008
McCarthy Michael / O’Dell Felicity. ENGLISH VOCABULARY IN USE. Cambridge University Press. 2000
Rinvolucri Mario / Davis Paul. MORE GRAMMAR GAMES. Cosmopolitan Press. 1997.
Dainty Peter. TIME SAVERS. Mary Glasgow Magazines, an imprint of scholastic Inc. 2008
Umstatter Jack. ENGLISH BRAIN STORMERS!. Jossey-Bass Publisher. 2004.
Eastwood John. BASIC ENGLISH GRAMMAR. Oxford University Press. 1991.
I.S.P Nation, Jonathan Newton. TEACHING ESL/EFL LISTENING AND SPEAKING. New York, NY. 2009
Hinkel Eli. TEACHING ACADEMIC ESL WRITING. Seattle University press. 2005.
Stephens Mary. PICTURES FOR WRITING BOOK 1. Longman Editorial. 1995.
Woodward Julie. TIME SAVERS VOCABULARY ACTIVITIES. Scholastic Mary Glassgow Magazines. 2008.
Holderness Jackie / Hughes Annie. 100 + IDEAS FOR CHILDREN, TOPIC BASED ACTIVITIES. Macmillan Heineman.
2005.
Gillett Amy. SPEAK ENGLISH LIKE AN AMERICAN. Language success press. 2004.
F. Chabot John / Julich Jeannette. SEQUENCES PICTURE STORIES FOR ESL IN CANADA. Full Blast productions.
2006.
Vince Michael / Emmerson Paul. FIRST CERTIFICATE LANGUAGE PRACTICE ENGLISH GRAMMAR AND
VOCABULARY. Macmillan. 2004.
Peter Dainty. TIME SAVERS “NEWSPAPER ARTICLES TO GET TEENAGERS TALKING.” Scholastic. 2006.
United Nations Educational Scientific and Culture Organization. CHANGING TEACHING PRACTICES USING
CURRICULUM DIFFERENTIATION TO RESPOND TO STUDENTS’ DIVERSITY. Unesco. 2004.
Schouten, Alexander F. TALKING POINTS LENGUAJE DEVELOPMENT. Prensa Univesitaria Barcelona España 2008
Elizabeth Bingham Cole. LISTENING AND TALKING: A GUIDE TO PROMOTING SPOKEN LANGUAGE IN YOUNG
HEARING-IMPAIRED CHILDREN Alexander Graham Bell Association for the youth. Los Angeles, Ca.; USA, 1992.
Argudin, Yolanda. EDUCACION BASADA EN COMPETENCIAS. NOCIONES Y ANTECEDENTES. Editorial Trillas.
México D.F. 2006.
Catalano, Ana María. DISEÑO CURRICULAR BASADO EN NORMAS DE COMPETENCIAS LABORAL: CONCEPTOS Y
ORIENTACIONES METODOLÓGICAS. Banco Interamericano de Desarrollo. Buenos Aires, Argentina. 2004.
Miguel Diaz, Mario de. MODALIDADES DE ENSEÑANZA CENTRADAS EN EL DESARROLLO DE COMPETENCIAS
ORIENTACIONES PARA PROMOVER EL CAMBIO METODOLÓGICO EN EL ESPACIO EUROPEO DE EDUCACIÓN
SUPERIOR. Ediciones Universidad de Oviedo. Oviedo, España. 2006.

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