Writers choice listening and speaking activities grade 8

Listening and Speaking
Activities
Grade 8

i_ii_Anc_889919.indd 25

4/7/08 3:27:24 PM


Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to
reproduce the material contained herein on the condition that such materials be reproduced only for
classroom use; be provided to students, teachers, and families without charge; and be used solely in
conjunction with the program. Any other reproduction, for sale or other use, is expressly prohibited.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-07-889919-5
MHID: 0-07-889919-2
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 024 12 11 10 09 08

i_ii_Anc_889919.indd 26

4/7/08 3:27:24 PM


Contents
Teacher Notes 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Teacher Notes 4–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Teacher Notes 9–13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teacher Notes 14–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teacher Notes 19–23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Listening Actively I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Listening Actively II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Listening Critically . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Communicating on the Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Taking Notes in Class I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Taking Notes in Class II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Interviewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Interviewing with Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Communicating Nonverbally I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Communicating Nonverbally II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Making Introductions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Speaking Informally I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Speaking Informally II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Speaking Formally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Reports: Speaking to Demonstrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Reports: Speaking to Inform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Reports: Speaking to Persuade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Reports: Speaking to Entertain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Reports: Reviewing Books and Films . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Presenting an Oral Interpretation of a Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Conducting Group Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Listening and Speaking in a Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28



Listening and Speaking Activities
Teacher Notes

The Listening and Speaking Activities booklet provides five pages of teacher notes and twenty-three
diverse classroom activities. Teacher notes explain
the listening and speaking skills that each activity
is meant to develop. Guidelines for facilitating
discussion are included. The numbered items
below answer the worksheet questions. Activity
pages give students directions for completing the
activity, suggestions for mastering the skills, and
questions that help students learn from their
individual and group efforts.
Listening and speaking skills require practice,
stimulation, direction, and application. The activities, tips, and questions work together to bring
about learning through a variety of creative,
interactive experiences. Students may reflect on
these challenges through discussion in class, in
small groups, or through writing. Students learn
from one another through cooperative learning
activities that connect both to real-world experiences and across the curriculum to other areas of
knowledge and interest.

Copyright © The McGraw-Hill Companies, Inc.

Activity 1—Listening Actively I (page 6)

Objective: To listen carefully and repeat given
directions.
Suggestion: Make sure each group has adequate
meeting space. For this activity to be effective,
students must be relatively free of distractions.
1. Answers should indicate an understanding of

transition words and phrases that link the
steps in a set of directions.
2. Answers should reflect critical analysis of
the speaker’s ability to give directions.
3. Answers should include specific techniques for
improving listening skills.

Activity 2—Listening Actively II (page 7)

Objective: To listen to a description and identify
the place being described.
Suggestion: Remind students to provide
enough—but not too much—information.
Details should set the scene but not give the location away.
1. Answers should reflect that interesting details
maintain the listener’s attention and provide
helpful or intriguing clues.
2. Answers should include examples that support
students’ opinions.
3. Answers should suggest that taking notes is an
aid in retaining facts and key ideas.
Activity 3—Listening Critically (page 8)

Objective: To analyze how dialogue, sound
effects, and background music contribute to a
movie.
Suggestion: If possible, choose a scene that
includes exciting action or melodrama from a
movie students are not likely to recognize.
1. Answers should include specific details from

the movie scene.
2. Answers should take into account a variety of
responses.
3. Answers should reflect that these elements
enhance the audience’s reaction to the film.
Audience members participate by filtering the
sounds they hear through their own experiences and associations.

Listening and Speaking Activities, Grade 8

1


Listening and Speaking Activities
Teacher Notes
Objective: To practice telephone skills by simulating a variety of telephone situations.
Suggestion: Before beginning, invite the class to
identify a variety of situations that involve the
telephone.
1. Answers should indicate an awareness of how
the caller’s tone of voice changes depending
on the purpose of the call.
2. Answers should reflect individual student’s
reactions to the telephone skills of others.
3. Answers should include specific benefits of
using proper telephone skills.
Activity 5—Taking Notes in Class I
(page 10)

Objective: To practice note taking.

Suggestion: Review commonly used note-taking
shorthand, such as the symbols for the words at
(@) and therefore (three dots in a triangle) and
the use of arrows to indicate steps in a process.
1. Answers should reflect a critical analysis of the
note-taker’s ability to capture important information from the class lecture.
2. Answers should reflect the partner’s assessment of the notes.
3. Answers should include specific techniques for
improving note-taking skills.
Activity 6—Taking Notes in Class II
(page 11)

Objective: To practice the two-column format
for taking notes.
Suggestion: Before students begin the activity,
model this note-taking method on the board,
using a subject you have covered recently. Give
examples of thoughtful questions that may result
from this technique.

2

Listening and Speaking Activities, Grade 8

1. Answers should include specific examples
from students’ experiences.
2. Answers should reflect the different learning
styles of individual students.
3. Answers should include specific reasons for or
against recommending this technique.

Activity 7—Interviewing (page 12)

Objective: To prepare for and conduct an
interview.
Suggestion: Monitor students’ choice of subjects
and questions to maintain an atmosphere of
courteous curiosity and to avoid repetition.
1. Answers should reflect a critical analysis of
interview questions.
2. Answers should demonstrate an understanding of the merits of specific questions.
3. Answers should include specific suggestions
for helping an interview subject share
information.
Activity 8—Interviewing with Technology

Objective: To understand how the use of video
affects how students speak and listen during a
person-on-the street interview.
Suggestion: Monitor students’ choice of topics
for appropriateness and interest.
1. Answers should demonstrate an understanding of how unspoken language communicates
information.
2. Answers should reflect an understanding of
how listening and speaking strategies change
depending on the task at hand.
3. Answers should be based on a critical analysis
of the interview process.

Copyright © The McGraw-Hill Companies, Inc.

Activity 4—Communicating on the
Telephone (page 9)


Listening and Speaking Activities
Teacher Notes
Activity 9—Communicating Nonverbally I
(page 14)

Objective: To communicate by using and
observing nonverbal clues.
Suggestion: Begin by asking students to demonstrate commonly understood gestures (such as
those for eating, drinking, and choking) and
facial expressions (such as those for happiness,
anger, and sadness).
1. Answers should indicate an understanding of
the importance of nonverbal clues.
2. Answers should reflect a thoughtful evaluation
of the performer’s use of nonverbal expression
and of students’ skill in interpreting it.
3. Answers should demonstrate an understanding of how nonverbal clues enhance the spoken message.

Copyright © The McGraw-Hill Companies, Inc.

Activity 10—Communicating Nonverbally II
(page 15)

Objective: To use nonverbal communication to
enhance the reading of a children’s story.
Suggestion: Point out that nonverbal communication is an important part of storytelling. Ask

students to recall performances in which nonverbal communication was used successfully.
1. Answers should indicate students’ awareness
of listener response.
2. Answers should demonstrate an understanding of the relationship between facial expression and gestures and the spoken word.
3. Answers should include specific techniques for
incorporating nonverbal communication into
literature readings.
Activity 11—Making Introductions
(page 16)

Objective: To practice making introductions
between people of varied backgrounds.
Suggestion: Encourage students to create imaginary personas that are quite different from themselves for this activity.

1. Answers should demonstrate an awareness of
conversation-starting techniques.
2. Answers should reflect students’ individual
experiences and temperaments.
3. Answers should include specific ways that
speaking, listening, and nonverbal communication work together during an introduction.
Activity 12—Speaking Informally I
(page 17)

Objective: To use verbal and nonverbal communication techniques in an informal discussion.
Suggestion: With the class, brainstorm to list
characteristics of a negative trait, such as greed,
jealousy, or impatience.
1. Answers should reflect individual group
experiences.
2. Answers should include specific techniques

that students found persuasive.
3. Answers should include examples from the
discussion that support the opinions
expressed.
Activity 13—Speaking Informally II
(page 18)

Objective: To use careful listening, speaking, and
cooperative decision-making skills to make a
recommendation.
Suggestion: Emphasize the cooperative nature of
this activity. Point out that each member of the
group should contribute and listen respectfully to
the ideas of other group members. After students
have finished, consider having a vote on the best
five ideas.
1. Answers should reflect each group’s unique
experience.
2. Answers should demonstrate a critical analysis
of the group’s performance and include specific techniques for improving group-member
participation.
3. Answers will reflect individual experiences and
evaluations.

Listening and Speaking Activities, Grade 8

3


Listening and Speaking Activities

Teacher Notes
Objective: To adapt personal language, speaking
rate and pitch, and gestures to suit a formal
speech.
Suggestion: Allow plenty of time for students
to gather ideas, either by prewriting or by
brainstorming.
1. Answers should reflect an understanding of
the difference between informal and formal
speech.
2. Answers should indicate students’ thoughtful
evaluation of their classmates’ speeches.
3. Answers, based on examples from speeches
students have heard, should include specific
public speaking techniques.
Activity 15—Reports: Speaking to
Demonstrate (page 20)

Objective: To work cooperatively with a partner
to plan and produce a videotaped “how-to” show.
Suggestion: Point out that word choice, visuals,
and the complexity of the task should be appropriate for the intended audience. Remind students to use clear transition words to signal the
various steps in the process.
1. Answers should reflect critical analysis of students’ demonstrations and include specific
techniques to consider in future presentations.
2. Answers should demonstrate an understanding of the importance of effective visuals in a
demonstration.
3. Answers should include specific examples to
support students’ ideas.
Activity 16—Reports: Speaking to Inform

(page 21)

Objective: To use effective speaking skills to
communicate knowledge.
Suggestion: If students have difficulty coming
up with topics, suggest that they recall recent
essay questions they’ve answered, describe a
scientific process, or explain a historic event.

4

Listening and Speaking Activities, Grade 8

1. Answers should demonstrate an understanding of the interests and perspectives of each
audience.
2. Answers should reflect a critical analysis of
student speeches and audience reaction.
3. Answers should include specific strategies for
improving the speech.
Activity 17—Reports: Speaking to Persuade
(page 22)

Objective: To practice speaking persuasively in
real-life situations.
Suggestion: Before beginning the activity,
encourage students to review the persuasive
strategies described in their textbook or strategies
they have used successfully in the past.
1. Student answers should demonstrate how they
used their voices to enhance the information

being presented.
2. Answers should reflect a critical analysis of
persuasive techniques.
3. Answers should indicate students’ understanding of the role organization plays in persuasion and include examples from the activity.
Activity 18—Reports: Speaking to Entertain
(page 23)

Objective: To use verbal and nonverbal communication skills to amuse an audience.
Suggestion: Before beginning, give examples of
appropriate material. Try to provide ample space
for each group. For this activity to work
effectively, students must be relatively free of
distraction.
1. Answers should reflect thoughtful evaluation
of group member’s performances.
2. Answers should demonstrate an understanding of successful storytelling techniques.
3. Answers should include specific examples
from a speech presented to the group.

Copyright © The McGraw-Hill Companies, Inc.

Activity 14—Speaking Formally (page 19)


Listening and Speaking Activities
Teacher Notes
Activity 19—Reports: Reviewing Books and
Films (page 24)

Objective: To practice persuasive communication skills in a radio review.

Suggestion: Remind students that in radio,
verbal skills are particularly important.
1. Answers should indicate thoughtful evaluation
of various persuasive techniques.
2. Answers will reflect a range of experiences.
3. Answers should show an understanding that
facts lend credibility to a reviewer’s opinions.

Copyright © The McGraw-Hill Companies, Inc.

Activity 20—Presenting an Oral
Interpretation of a Poem (page 25)

Objective: To use voice, facial expression, and
gestures to present an oral interpretation of a
poem.
Suggestion: Before students begin, model a
poetry reading, using a selection with which students are familiar. Ask students to discuss techniques they found particularly effective.
1. Answers should reflect an awareness of the
relationship between voice, body language,
and message.
2. Answers should indicate an awareness of the
benefits of reading poetry aloud versus reading it silently.
3. Answers should reflect a variety of experiences
and responses.
Activity 21—Brainstorming (page 26)

Objective: To practice the skills necessary for a
fruitful brainstorming session.
Suggestion: Explain the brainstorming technique sometimes called “king of the hill.” In this

technique, the group uses the latest idea accepted
by the group. This idea is considered “king (or
queen) of the hill” until it is replaced by another,
more universally accepted idea.

1. Answers should indicate students’ receptiveness to new ideas.
2. Answers should reflect thoughtful evaluation
of each group’s brainstorming session.
3. Answers should include specific ways this
strategy enhanced the brainstorming process.
Activity 22—Conducting Group Meetings
(page 27)

Objective: To learn by assuming a variety of
roles in a group meeting.
Suggestion: Before students begin their meetings, discuss the attributes necessary to perform
each role successfully.
1. Answers should reflect an understanding that
the behavior of group members will vary with
the task at hand.
2. Answers should show an understanding of
how an individual’s communication style
affects his or her performance in a meeting.
3. Answers should reflect a variety of techniques
to ensure inclusion, cooperation, and
consensus.
Activity 23—Listening and Speaking in a
Debate (page 28)

Objective: To practice effective listening and

speaking skills in a debate setting.
Suggestion: Show students a videotaped portion
of a famous debate. As a class, critique the performances of each participant. Remind students
to keep successful strategies in mind as they
conduct their own debates.
1. Answers should reflect a critical analysis of the
information presented.
2. Answers should include specific techniques
and an evaluation of their effectiveness.
3. Answers should indicate an understanding of
the relationship between listening and speaking in a successful debate.

Listening and Speaking Activities, Grade 8

5


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

1 Listening Actively I
Activity

Have you ever asked someone for directions, only to forget them once you were on your way? How
can you be sure you understood the directions perfectly? You have to listen for all of the key points,
turns, and landmarks in order to be able to reach your destination. If you miss some important
information, you might end up where you started: asking for directions.
In a group of four people, practice giving and receiving directions to a place at least six blocks from
your school. The first person gives a set of directions to the person on his or her right, who, in turn,
gives the directions to the next person, and so on. The last person to receive the directions says

them out loud. As a group, discuss how accurate the final directions are.
Tips for Active Listening

•
•
•
•

Clear your mind of distractions and concentrate on the speaker’s words.
Identify the each step or turn you must take.
If you don’t understand something, ask a question. Asking questions right
away helps avoid confusion later on.
If a certain part of the directions is important, repeat it to the speaker to make
sure you have understood correctly.
If you have taken notes, review them as soon as possible after the conversation;
fill in any information you may have left out.

Questions for Response or Discussion

2. Which part of the directions, if any, caused confusion?

3. How might you improve your listening skills in this situation? What can a speaker do to help the
listener understand directions?

6

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

1. Which verbal clues helped you recognize each step in the directions?


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

2 Listening Actively II
Working in a small group, take turns describing a place you’ve visited recently. For example, you
might describe a library, a mall, or a nature trail. Include details such as sights, sounds, smells, and
tastes that you associate with the place; however, don’t identify the place you are describing. You
might want to jot down some ideas before describing the place to the group.
As you listen to each group member, take notes and ask questions when you don’t understand
something or want more information. On a sheet of paper, write down the place you think the
person is describing. When everyone has had a turn, share your guesses with the group. As a group,
discuss each description. What details helped you identify the place? What could the speaker have
done to make it easier or more difficult to guess the place?
Tips

•
•

•

Provide as many concrete details as possible, such as the musty smell of old
books, the gentle swishing of leaves, or the constant bumping into people during the busy shopping season.
Describe what you are doing without giving away the location. For example,
say you are walking slowly and peering at many objects, your heart is racing
and you are sweating, or your arms and feet are tired after your long day at the
place.
When asking questions about the descriptions, try to find out how the location affects the five senses or what the person is physically doing while there.

Questions for Response or Discussion

Copyright © The McGraw-Hill Companies, Inc.

1. How accurate were your guesses of each person’s place? How did the details help or trick you?

2. What kinds of details were most effective? Which were least effective?

3. How does taking notes help make you a better listener?

Listening and Speaking Activities, Grade 8

7


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

3 Listening Critically
Moviemakers pay great attention to the sounds that accompany their films. Every sound—from the
dialogue, to the musical score, to the sound effects—contributes to the total effect of the film. Your
teacher will play a scene from a videotaped movie with only the sound on. Listen to the dialogue,
the musical score, and the sound effects to get a sense of the action in the scene. Jot down details
that you hear and note what they tell you about the action in the scene.
Write notes about what you heard. Try to answer the questions who, what, when, where, and why as
you summarize the movie scene. Then share your summary with a group of three other students.
Tips

•

•
•

Try to notice what sounds catch your attention in the movie scene and how
the sounds influence your reaction to the scene.
Identify the sound effects in the scene. How do they affect the listener’s
feelings about the scene?
Compare other group member’s reaction to the scene to your own. Think
about how personality influences the way people listen and respond to
different sounds in a movie.

Questions for Response or Discussion

1. What details from the movie scene had the greatest impact on you?

3. What do sound effects, music, and dialogue contribute to a movie? How does the movie audience
have to participate in the process?

8

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

2. How did other members of the group react to the scene?


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

4 Communicating on the Telephone
Sit back-to-back with a partner and take turns pretending to speak to each other on the telephone.
At the beginning of the call, the caller should identify himself or herself and state the purpose of
the call, such as to ask for directions, invite someone for dinner, inquire about a part-time job, or
introduce oneself to a prospective baby-sitting client. The person receiving the call should act as the
person to whom the call is directed. After each person has placed two calls, discuss what went well
and which aspects of the telephone communication could have been improved.
Tips for the Caller

•
•
•
•

Identify yourself immediately. State the purpose of your call.
Speak clearly and politely.
Provide as much information as possible, such as the date and the time of the
dinner, your recent work experience, or the names of people for whom you’ve
baby-sat in the past.
Ask appropriate questions to show the listener you are serious about the subject.

Tips for the Listener

•
•
•

Speak clearly and politely.
Ask questions that you think the person in the situation might ask.
Answer the caller’s questions in the manner that someone in the situation

would respond.

Questions for Response or Discussion

Copyright © The McGraw-Hill Companies, Inc.

1. How does a caller’s tone of voice vary with the purpose of the phone call?

2. How did the caller’s tone, preparedness, and questions influence your enthusiasm for the call?

3. Explain the importance of making a good impression on the telephone.

Listening and Speaking Activities, Grade 8

9


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

5 Taking Notes in Class I
Taking clear and thorough notes is an important part of your study routine. As you take notes during class or while you read, you will develop your own note-taking system, with certain shorthand
symbols that you alone understand. Be sure that you are using symbols and abbreviations that you
will understand later, especially when you are studying for mid-term or final exams.
Take notes for one class period of science, math, or history. Share your notes with a partner who is
in the same class and ask for feedback on the thoroughness and clarity of your notes.
Tips

•
•

Make sure the speaker has completed a key idea before writing it down.
Keep listening as you take notes. Stay alert so that you don’t miss important
information as you write.

•

Keep your notes brief. Don’t try to write down everything the speaker says.
You don’t need complete sentences.
If possible, use graphic aids to organize information clearly. Charts, pictures,
tables, or even arrows and lines can help you remember how points are
related.

•

Questions for Response or Discussion

2. Was your partner able to understand the concept by reading your notes?

3. How can you make sure you better capture the main idea of a lecture in your notes?

10

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

1. How complete and clear were your notes?

Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

6 Taking Notes in Class II
Activity

When you are studying a challenging topic, you may think of many questions as you read or listen
to a lecture. To help you organize your ideas, use a two-column format when you take notes. On
each page you will use for notes, make a large T over the whole page. Write the subject of the class
across the top of the T. During class, write your notes on the left side of the vertical line. Use whatever shorthand you normally use when taking notes. After the class, use the right side of the vertical
line to record your comments or questions at the appropriate point in the notes. This approach lets
you use your notes or even the teacher’s own words to help you phrase your questions.
Tips

•
•
•

Repeat the two-column format on as many pages as necessary.
Place your questions so that they line up with the notes on which they are
based.
Refer to your notes as you write your questions. This will help you write
thoughtful and complete questions.

Questions for Discussion or Review

1. How did this form of note taking allow you to interact with the new information?

Copyright © The McGraw-Hill Companies, Inc.

2. What kinds of questions did you write in the right-hand column? How did the format help you
clarify your thinking?

3. Would you recommend this form of note taking to a classmate? Why or why not?

Listening and Speaking Activities, Grade 8

11


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

7 Interviewing
Activity

Identify a person in your community whom you find interesting, amusing, or courageous. Write a
list of questions you’ve always wanted to ask this person. However, be careful not to pry into the
interview subject’s personal life. Ask the person for permission to interview him or her and arrange
a time. Conduct your interview and write a brief human-interest story about the person. Share the
story with the subject of your interview and discuss how well your story reflects what was discussed
in the interview.
Tips

•

Start your interview with general questions. As you learn more about the
person, make your questions more specific.

•

Ask open-ended questions, such as those that begin with why or how.
Open-ended questions invite the speaker to expand on ideas.
Listen closely to your subject’s answers and create follow-up questions from
these responses.

•

Questions for Response or Discussion

1. Which questions let your subject reveal the most about himself or herself?

3. How can an interviewer encourage an interview subject to share information?

12

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

2. Why are specific questions better than general ones?


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

8 Interviewing with Technology
Activity

With a partner, create a person-in-the street video about a topic important to people your age. The

topic might be smoking, teen stress, or the latest blockbuster movie. The two of you will take turns
performing the roles of interviewer, who asks the questions, and producer, who operates the video
camera. Each person who answers your interview questions is a subject.
Work together to select a topic idea and three or four related questions. Create a general outline for
the interview, but leave room for interesting or unexpected replies. Interview at least two people
each. Record your interviews and review them with your partner. Choose the best interview to
share with the class.
Tips

•
•
•
•
•

Before beginning an interview, ask for permission to videotape the person.
Think about how gestures, facial expressions, and tone of voice contribute to
the message of both interviewer and subject.
Use interview questions that begin with how or why. This type of question
encourages the subject to expand on answers.
During your interview, keep the conversation on track.
Practice operating the video equipment before beginning to tape.

Questions for Response or Discussion

Copyright © The McGraw-Hill Companies, Inc.

1. How do tone of voice, gestures, and facial expressions communicate impressions?

2. How were your listening skills different when you were the interviewer than when you were the

producer?

3. How effective was your use of technology? Did it enhance or detract from your interviews?

Listening and Speaking Activities, Grade 8

13


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

9 Communicating Nonverbally I
Activity

Some facial expressions and gestures are universally understood. Others are unique to the person
using them. When talking with someone who doesn’t speak your language, body language and
facial expressions may be needed to help you communicate. In such situations, you want your
expressions and actions to be as clear as possible.
In a group of three people, take turns trying to communicate a simple idea without using words.
For example, you might ask where the nearest gas station is, tell someone that you’ve hurt your leg,
or ask for a particular kind of food. When you have finished, ask group members to guess what you
were trying to communicate.
Tips

•
•
•

Posture: Is the person erect or hunched over? Seated or standing? Moving or

still?
Facial expressions: Does the person make eye contact? Is the smile sincere or
phony?
Gestures: Is the person mimicking a familiar activity? Expressing emotions?
Signaling directions or passage of time?

Questions for Response or Discussion

2. How well did members of the group identify the idea or message?

3. How can an awareness of nonverbal cues improve your communication skills?

14

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

1. How do gestures help people communicate?


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

10 Communicating Nonverbally II
Activity

Choose a children’s story with an interesting plot or memorable characters. Read the story out loud
to a younger relative or friend, using nonverbal expression to communicate the action in the story.
Use body language, dramatic gestures or movement, and facial expressions as you read. Consider

assuming different postures, gestures, and facial expressions for each character. After you read the
story, ask your listener what he or she enjoyed most about your performance.
Tips

•
•
•

Read the story several times beforehand to make sure you understand the plot
and characters.
Try different gestures and movements until you find the ones that work best.
Use your imagination to make your interpretation unique. Children might
understand your actions better if you exaggerate your movements and facial
expressions.

Questions for Discussion and Review

1. How did your listener react to your actions?

Copyright © The McGraw-Hill Companies, Inc.

2. How did you use gestures and facial expressions to enhance the story?

3. How might you incorporate nonverbal communication the next time you read a piece of literature
out loud?

Listening and Speaking Activities, Grade 8

15

Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

11 Making Introductions
Activity

Work in a group of four people. Imagine that this is the first day of high school and that each of
you have come from different middle schools. The four of you have a wide variety of interests and
backgrounds. On small cards, jot down a brief description of the person you are pretending to be;
then swap cards with someone in your group. Using the information on the cards, take turns introducing one another and sparking a conversation between the two new acquaintances.
Later, discuss whether your introductions reflected the person’s true or imagined character.
Tips

•
•
•
•

Make eye contact when introducing someone and when you are introduced.
Use hand gestures to show whom you are introducing. If someone extends a
hand, shake hands firmly and briefly.
When introducing two people, use their full names. Mention something
interesting about each person to help start the conversation.
Use the name of someone you just met so you will remember the name.

Questions for Response and Discussion

1. What are some natural ways you can start a conversation between two people?

3. Why are effective speaking, listening, and nonverbal communication skills important when making
introductions?

16

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

2. What was your reaction when other group members introduced you?


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

12 Speaking Informally I
Activity

Get together with a group of six students for an informal discussion. Your topic will be a positive
character trait that can be described in one word, such as responsibility, courage, or kindness. The
goal of your discussion will to be to share personal ideas about the character trait and to agree on a
definition for the word.
Discussions are more lively if everyone in the group has different ideas or experiences to share. If
all group members have similar ideas, you might want to choose another topic.
Tips

•
•
•
•

•

Use voice, words, and gestures to help others understand your ideas.
Listen carefully to other people in the group so that you can respond intelligently to their ideas. Do not interrupt.
Speak clearly and slowly.
Make eye contact. Draw others into the conversation.
Be polite, even if you disagree. Explain why you don’t like an idea or why you
think your idea is better. Don’t criticize people.

Questions for Response or Discussion

Copyright © The McGraw-Hill Companies, Inc.

1. What methods were most effective in presenting ideas?

2. What methods did another group member use to make you agree with him or her?

3. Which skill that you used or observed today will you try to incorporate into future conversations.
Why?

Listening and Speaking Activities, Grade 8

17


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

13 Speaking Informally II
Activity

Work in a group of five to discuss ways to improve the lives of eighth-graders. Your goal is to come
up with a list of five actions you think would benefit people in your age group. Start by breaking
down the topic into five specific areas, such as school, family life, entertainment, technology, and
health. Each group member should lead the discussion for one of the five areas and take notes during that part of the discussion. The group should strive to list a recommendation for each category.
Tips

•
•
•
•
•

Listen carefully to what other people say. To respond well, you should have a
good idea of what points have already been made.
Help the discussion move forward. Make sure each comment adds something
to the topic.
Take turns listening and speaking without interrupting each other.
Speak in a normal tone of voice. Feel free to use gestures to stress a point you
want to make strongly. Try to express yourself as naturally as you can.
Accept and evaluate criticism of your ideas.

Questions for Response or Discussion

2. How easily did all group members participate in the discussion? Is there a way to make sure people
feel more comfortable expressing their ideas?

3. What were your group’s final recommendations? Did the group feel the list was created by
consensus?

18

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

1. How did careful listening and constructive criticism contribute to the mood of the discussion?


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

14 Speaking Formally
Activity

When you finish the eighth grade, the event may be marked with a graduation ceremony. Imagine
that you have to give a two-to-three-minute graduation speech about the most important lesson
you learned in school. Your audience will consist of students, parents, and faculty members. Keep
in mind that a formal speech, like an essay or a report, has an introduction, a thesis statement, supporting facts and details, and a conclusion.
Write a draft of your speech and practice delivering it out loud. When you are ready, deliver your
speech for a partner.
Tips

•
•
•
•

Speak clearly and at a normal pace.
Vary the volume and pitch of your voice according to what you are saying, as

you do in normal speech.
Pause after making an important point or after giving your audience a lot of
information.
Make eye contact with people in various parts of the audience. If you are
consulting your notes, be sure to look up from them.

Questions for Response or Discussion

Copyright © The McGraw-Hill Companies, Inc.

1. How would you change your personal style of self-expression to suit a formal speech?

2. What techniques used by your partner did you find effective?

3. Think of an impressive speech you’ve heard recently. What do you think are good qualities in a
speech?

Listening and Speaking Activities, Grade 8

19


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date ............................

15 Reports: Speaking to Demonstrate
Activity

Television programs often feature how-to demonstrations: how to repair a screen door, how to
make a quilt, how to roast a turkey. Find a how-to program on television and watch the program

with a partner. Take notes about the methods used to teach the skill. List the steps presented and
the visuals shown. Notice how the host uses words and gestures to make the demonstration clear
and interesting.
With your partner, design a how-to show for an audience of your choice. Choose a skill that
involves physical activity, such as performing a new dance, changing a bicycle tire, or planting a
tree. Use note cards to outline the steps you will teach in a five-minute show. Choose visuals that
highlight each step in the process. Practice your demonstration and add cues to your cards. Listen
to your partner’s feedback and adjust your show accordingly. Videotape your program and share it
with the class.
Tips

•
•
•
•

Remember that your purpose is to explain a process. If you include humor in
your demonstration, use a light touch.
As you plan your program, consider your audience. Adjust your directions and
visuals accordingly.
Practice using your visuals so that your movements are natural and do not distract your viewers.
Make sure that each step is complete, clear, and easy to follow.
Plan to give your program an introduction that interests your audience and a
conclusion that summarizes the importance of the skill you are demonstrating.

Questions for Response or Discussion

1. What parts of your demonstration presented the greatest challenge? How effectively did you meet
the challenge? What might you do differently in the future?

2. How well did your visual aids support your demonstration?

3. How do preparation and cue cards help make a process understandable and interesting?

20

Listening and Speaking Activities, Grade 8

Copyright © The McGraw-Hill Companies, Inc.

•


Listening and Speaking Activities
Name ...................................................................................... Class .................................................... Date .............................

16 Reports: Speaking to Inform
Activity

Oral reports challenge you to speak knowledgeably and confidently about a topic you’ve studied.
You might be called upon to give an oral report as part of a final exam or as a summary of a committee project.
Prepare to present a short speech (2–3 minutes) about a topic you know well. Decide who your
audience will be and how much the audience will already know about the topic. Prewrite, listing
ideas that could be included in your report and then organizing your ideas in a logical way. Prepare
a short outline and then jot down your main idea and the supporting details on note cards. Present
your speech to a small group.
Tips

•
•

•
•

Keep your audience in mind as you plan your speech. The complicated details
that amaze you may be difficult for your audience to understand.
Adjust the language and the form of your speech to maintain the attention of
your audience.
Consider which visual aids, if any, would help illustrate your ideas. On your
note cards, add cues indicating when to use visual aids.
Make eye contact and use gestures. Pause to emphasize major points.

Questions for Response or Discussion

Copyright © The McGraw-Hill Companies, Inc.

1. How did you adapt your speech to suit the audience? How might your speech have been different if
it was presented to a different audience?

2. How well do you think you got your ideas across? What reactions from the audience convinced you?

3. If you were to actually present this speech to your intended audience, how would you modify it?

Listening and Speaking Activities, Grade 8

21