COMPREHENSIVE TEACHING IDEAS
On the Sub Topic; Participating in debates, dialogues, interviews, impromptu speeches, and discussions- Part 1.
UNIT 3:3: Part 1.
A: INFORMATION OF THE TOPIC:
1. Main Topic 2: USING APPROPRIATE LANGUAGE CONTENT AND STYLE IN SPEAKING.
2. Sub Topic 1: Participating in debates, dialogues, interviews, impromptu speeches, and discussions.
3. Periods per sub topic: 16.
4: Class: Form Three.
The objective of this sub topic is to help students be able to express opinions, ideas, and views orally.
Here, a teacher does not need to write much. He/she only needs to make students speak, and through speaking help them learn how to apply correct English sentences as well as how to connect ideas and learn or master the content being delivered in the subject matter.
This sub topic explores four major aspects:
- Impromptu speeches, and
In this Part 1 of the Sub Topic, the following aspects will be covered:
- Interviews, and
B: HOW TO TEACH THE TOPIC:
-ACTIVITIES & GAMES TO FACILITATE A LESSON:
Activity 1: PAIR-WORK SPEAKING FOR DIALOGUES AND INTERVIEWS
This is a pair-work speaking, listening, reading and writing exercise for students.
In this activity, a teacher put students in pairs. One acts as a journalist and another as a famous person, for example a musician or an actor/actress. These pairs can also be named as interviewer and interviewee respectively. This activity can take up to 80 minutes.
As a teacher, you can choose to have one kind of person to be interviewed. For example, a musician named ‘Diamond’, then prepare the procedures:
- First, give the students the background story of ‘Diamond’.
- Explain to the students that they are going to work in pairs. One student is going to be a journalist, the other‘Diamond’.
- After the interview, the pair must work together to write a short article about ‘Diamond’.
- Let the journalist have fifteen to twenty minutes to prepare questions (in note form) in order to interview ‘Diamond’ for their magazine or paper.
- Meanwhile, encourage ‘Diamond’ to think and act like he/she is a real ‘Diamond’; how his/her life could be; how he/she could be living, etc.
- Tell them to try and be as imaginative as possible during the interview – there are no ‘right’ or ‘wrong’ responses. They can be serious, simple, or just funny as they want.
- Monitor the journalists, giving help, correcting and making suggestions where appropriate for some good questions for the interview.
- Now, give the students a good twenty minutes to conduct the interview, at least.
- Encourage journalists to make notes during the interview – these will be used as a basis for the article about ‘Diamond’.
- Now tell the students that they have to write their article about ‘Diamond’ as an exercise, assignment or homework.
- At this stage, as a teacher, monitor students writing, giving help with grammar, spelling, punctuation, etc where appropriate.
Activity 2: PRESENTATION OF A WRITTEN ARTICLE
- This activity can be carried out during the next lesson.
- Tell the students to collect their works.
- Ask students to read out their article to the whole class.
- After that, these articles can then be displayed in the classroom.
- When time allows, a teacher can conduct other follow-up activities by following these procedures:
- Extend this activity by re-pairing the students thus allowing journalists and ‘Diamond’ to change place.
- Then other procedures can be followed just as before.
Activity 3: CLASS DISCUSSIONS ON ‘DIAMOND’.
Class discussion: Under this activity, a teacher can lead a discussion on ‘Diamond’ or kind job he is doing. This discussion helps the students to explore more on the person and what he/she does in his career and how his/her career is worth taking or not. For instance, the discussion can be based on the question like;
How Superstar life looks like in these days?
Is music important in our life?
In this discussion, a teacher should also guide the students on how to effectively apply some of the phrases in discussion. Whenever these phrases seem understandable, a teacher should always give the students assistance. Some of the phrases are:
I think…….; in my opinion….; In view of this….; On the contrary; according to….; Having said all these….; Finally….; Therefore….; However…..; Even though….; thus; Furthermore….; Moreover……
Let the students be free to present different views about the subject. This discussion can be conducted by dividing students into groups and allowing them to present their ideas before the class from each group. Finally, a teacher can sum up the discussion after receiving feedbacks from the groups.
6: CONNECTION: Beyond the Sub Topic. Additional writing practice could involve asking students:
- In pairs to draft a letter from Journalist ‘Diamond’, explaining his intention to invite him for another interview.
- Role play: Again in pairs, students to imagine ‘Diamond’s’ phone call to his producer or to his wife.
- If the school has internet access, allow students to do some research on the real ‘Diamond’. Especially if there is a reference to him on Wikipedia!
- Allow students to watch part of the movie about “Diamond’ if there is any or any one of his interviews. Get students to criticize the movie.
7: NOTE: Dialogues, interviews, and discussions are the core activities to help students interact each other without much involvement of the teacher. These activities are structured in the way that each student feels comfortable with others around. A caution for the teachers is that, this sub topic aims to let students speak under your guidance, not involving teacher’s monologues and writing.
The effect of these activities is big because students will increase their confidence in speaking, answering questions, asking questions, and writing descriptive compositions when they write an article about a certain public figure.
Check out how to Study & Teach other Form Three Sub Topics in this Blog!
- Listening for specific information
- Listening for general information
- Participating in debates, dialogues, interviews, impromptu speeches and discussions Part 1
- Participating in debates, dialogues, interviews, impromptu speeches and discussions Part 2
- Participating in debates, dialogues, interviews, impromptu speeches and discussions Part 3 l
- Reading intensively for comprehension
- Reading extensively
- Identifying and analysing setting, main plot, and characters Identifying themes
- Identifying main features of different genres Part 1
- Identifying main features of different genres Part 2
- Identifying main features of different genres Part 3
- Writing narrative compositions/essays (not less than 200 words) Part 1
- Writing narrative compositions/essays (not less than 200 words) Part 2
- Writing expository compositions/essays (not less than 200 words)
- Writing descriptive compositions/essays (not less than 200 words)
- Writing argumentative compositions/essays (not less than 200 words)
- Creative writing
- Creative Writing (Six stages of teaching how to write poems)
- Writing letters to the editor
- Writing business transaction letters
- Build your Essay Paragraph with these 4 Easy Components!
- DOWNLOAD LITERATURE ESSAY FORMAT for Form Three & Four
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Also check out:
Form I Sub topics, at FORM I SYLLABUS TOPICS REVIEW
Form II Sub topics, at FORM II SYLLABUS TOPICS REVIEW
Form IV Sub topics, at FORM IV SYLLABUS TOPICS REVIEW
For more on Literature Topics, check out Literature in English Blog
For how to be professional keeper of your Diary in Kiswahili or English, check out My Diary
For Form IV NECTA Examination Sections, check out ELABORATED CSEE NECTA EXAMINATION SECTIONS