1. Communication Skills
Spoken Language
Why is it
important to study
speaking and
listening?
How will it help
you…now….in two
years….in 10
years?
NOW?
TWO
YEARS?
TEN
YEARS?

2. Features of Spoken
Language
LO: Understand features of
spoken language terms
Analyse how spoken language is
used for communication

3. How many ways can you show
someone you understand/you are
listening?
Write them in a list.

4. Jargon - any technical terms belonging to a group (teacher>student, religious people, military, car
mechanic etc), e.g. ‘emotive language’ is a technical term – jargon – teachers use with students, but
other people might not understand. It allows precise reference to a specialist idea/item.
Turn-taking - Notice how participants 1. Ask questions for a. information b. social bonding purposes 2.
Seek clarification 3. Volunteer interesting information (gossip) 4. Ask further (often social bonding)
questions to prolong the interaction 5. Echo the other speaker, to show/create cohesion (bonding)
Instant feedback - speakers get instant feedback from paralinguistics (body language, facial expression)
even if they don’t get an immediate response, or even if their partner doesn’t seem to answer their
point directly.
Exclamations - Never! Noooo! (incl OMG and LOL). These convey reactions to information given,
conveying surprise, shock etc or showing that you ‘get it’.
False start - where someone starts then breaks off (because uncomfortable or confused).
Fillers - um, ah, well, you know, like, I mean. Sometimes repetition, like stuttering can be filling in time
too. Comment on lots close together: is the person talking about difficult ideas or nervous.
Overlap - is where turn-taking goes wrong, and both participants message at the same time.
Spoken Language

5. PURPOSE, AUDIENCE, CONTENT, SPOKEN
LANGUAGE
Which features of spoken language can you
identify?
• https://www.youtube.com/watch?v=nx71vp3c
eaw

6. In Pairs
Create a short
transcript using
the features of
spoken language
for effect.
Make sure you
label the
features in a
different
colour.

8. TASK
Listen and watch an
extract provided and
respond to questions in
written form
How am I
marked???

9. Practice Analysis: Listening Task
Watch the clip and listen to it carefully:
1. https://www.youtube.com/watch?v=wPps7jn
sznU

10. What is the clip about?

11. Practice Analysis: Listening Task
Now re-watch the clip and answer the
questions in your book.
1. Explain what the clip is about.
2. Identify the purpose and audience
justifying your reasons.
3. Explore how features of spoken
language are used.

12.  I can talk and listen in a range of different situations.
 When I speak, I usually think about my audience and make sure that
what I'm saying is appropriate.
 I can develop my ideas when I'm speaking.
 I listen carefully in discussions and sometimes ask questions.
 I sometimes use Standard English vocabulary and grammar
 I talk and listen confidently in many different situations, including
some formal situations.
 I think carefully about who I am speaking to make sure what I am
saying is appropriate.
 When I speak, I am able to interest my listeners by varying my
expression and vocabulary.
 When others are speaking I listen very carefully and ask questions
to help develop their ideas.
 I often use Standard English in formal situations.
 I change the way I talk in a wide variety of different situations so
that what I say is always appropriate.
 My vocabulary and expression is varied and lively when I speak.
 I take an active part in discussions and can assume different roles.
 I listen attentively to others attentively and ask open questions so
they can expand on their views.
 I show a sensitive understanding of others' ideas.
 I use Standard English fluently in formal situations.
Assess your listening skills

13. Analysing Group Discussions
LO: Look at a variety
of group discussions
and comment on
whether they are
good or bad –
justifying your
reasons
Set personal targets
based on what you
have learnt

14. Starter: example of group
discussion
1. Watch the
following
example of a
group discussion.
2. Is this a good
or bad example
of discussion?
3. Why?

15. Group Discussion Analysis
Today we will
analyse two clips of
students taking part
in the assessed
group discussion.
We will need to look
at the mark scheme
to see what they do
well as well as
understanding what
I will mark you on
next lesson.

16. Clip 1 Group activity
The group discusses the
appointment of a new
maths teacher. They have
been given details of two
candidates and must
present their findings to
the head teacher.
Clip 2 Group activity
The group discusses
which characters
should gain a place
in a lifeboat.

17.  I can talk and listen in a range of different situations.
 When I speak, I usually think about my audience and make sure that
what I'm saying is appropriate.
 I can develop my ideas when I'm speaking.
 I listen carefully in discussions and sometimes ask questions.
 I sometimes use Standard English vocabulary and grammar
 I talk and listen confidently in many different situations, including
some formal situations.
 I think carefully about who I am speaking to make sure what I am
saying is appropriate.
 When I speak, I am able to interest my listeners by varying my
expression and vocabulary.
 When others are speaking I listen very carefully and ask questions
to help develop their ideas.
 I often use Standard English in formal situations.
 I change the way I talk in a wide variety of different situations so
that what I say is always appropriate.
 My vocabulary and expression is varied and lively when I speak.
 I take an active part in discussions and can assume different roles.
 I listen attentively to others attentively and ask open questions so
they can expand on their views.
 I show a sensitive understanding of others' ideas.
 I use Standard English fluently in formal situations.
Assess you listening skills

18. What makes an effective group
discussion?
Where do we see discussions in
real life?

19. Why should we
take part in group
discussions?
Because…..

20. Watch the following
clips
• Identify the
audience
• Identify the
Purpose
• What are the key
points of the
discussion
http://www.bbc.co.uk/cbb
c/search?q=discuss

21. Participating in a Discussion
Objectives:
To explore different points
of view
To be able to participate
effectively in a group
discussion.
1. Write the date, title and
objective.
2. Tell me one reason why
this teenager might be
stressed out.
3. Copy and complete this
sentence:
• This teenager might feel
stressed because... The
advice I would give her is...

22. Differing Points of View
• In a group discussion, you would expect people to hold
different points of view. Discuss both sides in groups.
 Some people may believe that
life for teenagers is incredibly
stressful!
 Whilst others may think
teenagers actually have it
pretty easy...
What is your point
of view?
Can you justify it?

23. Differing Points of View
• Each of you will be given this sheet:
 Number ones will tick all the
points which suggest that life for
teenagers is very stressful;
Number twos will tick all of the
statements that suggest teenagers
have it easy.

24. Discourse Markers
• Discourse markers can help us make a point
really clearly.
• You can use them to agree or disagree with
someone else.
On the other hand, you could argue
that life is far more stressful for your
mum- she’s the one who’s got to go
to work to earn money for you after
all!
One point to consider is, as a
teenager, I can’t earn my own
money so I have to rely on my
mum.

25. Rules for whole class discussion:
• Pupil 1 begins by making a
point about why life is or is
not difficult for teenagers
(you can use the sheet from
earlier to help you).
• Pupil 2 responds by putting
another point across, starting
with a discursive marker.
• And so on until everyone has
made a point.
To be able to participate effectively in a group discussion.

26. Puberty can make you feel very emotional. Even
little things can seem like a big deal.
As long as you get your school work done as
soon as it is set, it is quite easy to manage.
Many teenagers become preoccupied with their
appearance. Pressure to look a certain way is
made worse by the media.
Most adults who go to work do eight or nine
hour days. School is six and a half hours,
including lunch and break; it leaves plenty of
time for socialising.

27. Most teachers are very supportive. If you say
you are struggling with work, they are happy to
help you out.
As a child, if something goes wrong, you know
you can rely on a grown up to clean up the
mess. As a teenager, for the first time you
are expected to take responsibility: that’s
hard!
In some countries, teenagers would be very
grateful to be given the chance to go to school.
We should make the most of our education, not
moan about it!

28. Being a teenager is exciting: You meet new people,
study new subjects in school... Life is just beginning to
get interesting.
Part of you wants to be a child and play but, at the
same time, you have more and more school work to
do.
Teenagers these days have much more than they have
ever had before. The vast majority of them have a
mobile phone and most have a computer at home.
As a teenager, you are expected to make decisions
that could affect the rest of your life; like what
subjects to choose for your options, or which college
to go to.

29. There is a great deal of prejudice against
teenagers. Many people believe that all young
people are the same; nasty thugs and criminals!
There are things teenagers want to do and
buy but they have to rely on their parents to
pay for them. Many are willing to get a job
but they are very hard to find at the
moment.

30. Let’s present and discuss some
differing opinions.

31. To explore different points of view
Do you think you have
achieved this objective?

32. To be able to participate effectively in a group
discussion.
What does
this mean?
Use these two images as clues to help you write an
idea in your book:
Participating
effectively in
a group
discussion
means....

33. Participating effectively
Discussing
• Speak confidently on
a topic.
Listening
• Listen and respond
to the things other
people say.
Both of these
things are
equally
important.

34. • Complete
your exit
card in your
books to tell
me what you
have learned
today.
Exit Card
Name
___________________________________
Today, I’ve Learnt:
___________________________
___________________________________
___________________________________
Is there anything you need me to go over
again?
___________________________________
____
___________________________________
____________
Objectives:
To understand different points of view about the life of teenagers.
To be able to participate effectively in a group discussion.

35. You will now
a group
discussion.

36. Select five items that
represent your
generation to put in a
time capsule.
• Four people in each
group
• Each suggests 2 items
• Chairperson should be
decided at the start
Your discussions will be
recorded and we will play
them back to identify
what you did well!

37. Targets
Write down between 3 – 5 targets for your
group and then for your own performance in
the group discussion.

38. What have we learnt about
successful group discussions?

39. Without talking or writing do the
following:
 On your table find out who has the most brothers
 On your table find out who has the most amount
of animals
On your table find out each person’s favourite song

40. Feedback
What did you find difficult?
What did you find easy?
What do you need to be able to do that task?

41. Introduction to public
speaking
LO: Examine why public speaking is
important
Examine what makes a ‘good’ orator

42. Why is it important to study
public speaking?
• Why is it
important
for you to
study
public
speaking?

43. Discussion Point
LIFE SKILLS JOB INTERVIEW
https://www.youtube.com/watch?v=zcWsQ
dR0FKs
How will public speaking be important to
you?:
 Now (day-to-day)
 Interviews
 During your working life?

44. What are the biggest mistakes
public speakers make?
• https://www.youtube.com/watch?v=vGV
CFlcVlp4&index=8&list=PLecqH2uhOR0Z
S6NsFbVd7hKZx8ugj5gLj
What qualities should a good
orator possess?

45. Why are these skills
important in public
speaking?
Features of
non-verbal
communication
Head,
hand and
eye
movement
Proximity
Body
contact
Facial
expressions
Posture
Gestures

46. It’s how you say it
…not what you say
Our tone of voice counts for 31 per cent and over half (70 per
cent) is based on how we look and act when we talk.
Pitch - the degree of highness or lowness of tone
Volume
Tone – reveals the emotion of the speaker
Speed
How and why might people vary these when
speaking?

47. Using your notes
analyse the
following clips
for non verbal
communication.
• Model clip
• Group clip 1
• Group clip 2

48. The Perfect Public Speaker?
You will soon be
giving a solo talk
in class.
What would good
body language
look like during
this talk?

49. Persuasive Speaking
Objective:
To know a range of techniques which can be
used to put a point across persuasively.
1. Make a list of words to
describe this image:
2. Complete this sentence:
• One method of persuading
someone to do something is...

50. EMOTIVE
WORDS
Words that arouse
emotion
RHETORICAL
QUESTIONS
Questions that don’t
require an answer
CRITICISE THE
OPPOSITE
OPINION
Destroy the point of
view of the opposing
argument
CHATTY STYLE
Speaking to the
reader in a friendly
way
STATISTICS
Numbers/graphs which
provide convincing
information
CLUSTERS OF
THREE
Three phrases or
describing words
used to emphasise
PERSONAL
PRONOUNS
Using words like
‘we’, ‘us’ and
‘you’ to make the
writing more
appealing
HUMOUR
Light hearted
expression of a
viewpoint.
PLAY ON THE
READER’S
SYMPATHY
Make the reader feel
sorry for something or
someone
EXAGGERATION
(HYPERBOLE)
Being over-the-top to get a
point across
CATCHY
PHRASES OR
SLOGANS
Words that stick in
your mind
REPETITION OF
WORDS/
PHRASES
Saying the same word
or phrase more than
once for emphasis
PLAY ON THE
READER’S
GUILT
Make the reader feel
bad about something
QUOTE A
RELIABLE
SOURCE
Support a point with
the views of a
professional
SHOCK TACTICS
Making the reader
surprised or horrified

51. Individual contribution
All the chocolate bars in the world are
being banished- except ONE!
Each of you will select one
chocolate bar to save and try to
convince a panel of your peers to
save your chocolate bar!

52. I am going to show you a number of adverts.
Each contains at least one language technique.
Use your sheet to find the language
techniques which have been used.
On your whiteboard, say which technique has
been used.

53. Advert 1
Can you identify any persuasive techniques
in this advert?

54. Advert 2
Can you identify any persuasive techniques
in this advert?

55. Advert 3
Can you identify any persuasive techniques
in this advert?

56. Advert 4
Can you identify any persuasive techniques
in this advert?

57. Advert 5
Can you identify any persuasive techniques
in this advert?

58. To know a range of techniques which can be
used to put a point across persuasively.
• In your book, write
a short sales pitch
to try to sell this bar
of Cadbury’s Dairy
Milk. It must last at
least one minute.
• Try to use a range
of persuasive
techniques.

59. Go On, Persuade Me
Feedback your sales
Pitch.

60. Practice and Peer Help
1. Practice your
speech with your
peer assessor.
2. Use the marking
criteria to pick
what level you are
currently working at
and what you could
do to improve.

61.  I can talk and listen in a range of different situations.
 When I speak, I usually think about my audience and make sure that
what I'm saying is appropriate.
 I can develop my ideas when I'm speaking.
 I listen carefully in discussions and sometimes ask questions.
 I sometimes use Standard English vocabulary and grammar
 I talk and listen confidently in many different situations, including
some formal situations.
 I think carefully about who I am speaking to make sure what I am
saying is appropriate.
 When I speak, I am able to interest my listeners by varying my
expression and vocabulary.
 When others are speaking I listen very carefully and ask questions
to help develop their ideas.
 I often use Standard English in formal situations.
 I change the way I talk in a wide variety of different situations so
that what I say is always appropriate.
 My vocabulary and expression is varied and lively when I speak.
 I take an active part in discussions and can assume different roles.
 I listen attentively to others attentively and ask open questions so
they can expand on their views.
 I show a sensitive understanding of others' ideas.
 I use Standard English fluently in formal situations.
Assess you listening skills