Skills @KS4 Speaking and Listening 1

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Anger

• The Angy Alex

In this session you will:

Understand what anger is and recognise anger reactions by discussing, contributing and listening

Conveying and interpreting

information to a teacher, friend, colleague or an

employee

Evaluating complex ideas and being able to articulate them in

a college or employment setting

Initiating dialogue or listening to others before making my

own contribution in meetings or seminars

links

The Statement Game

What makes you really angry?

What calms you down?

Give an example of a time where the way you coped with a situation was destructive

Give an example of a time where the way you coped was constructive

Feedback

• What are some of the reasons on your table that people get angry?• Any common factors?

The origins of anger

Anger originates in the amygdala, the emotional part of our brains. As you become angry you tense up and you can become agitated. Your breathing gets faster. Heart rate increases. Blood pressure rises. Your face becomes flushed. You can’t think of anything else – you’re ready to fight. It can take a long time to come down from this state and to ‘calm down’.

Skills @KS4 Speaking and Listening 2

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Assertiveness

Des'ree - you gotta be

In this session you will:

Practice assertiveness skills by discussing, contributing and listening

Conveying and interpreting

information to a teacher, friend, colleague or an

employee

Evaluating complex ideas and being able to articulate them in

a college or employment setting

Initiating dialogue or listening to others before making my

own contribution in meetings or seminars

links

What’s the difference?

Aggressive response: shout, fight, gesture aggressively, make threats, throw things

Passive response: cower in fear, go along with whatever is said, give up

Assertive response: choose to walk away, make your point calmly, agree to disagree

What’s the difference?

Aggressive response: you have an argument with a friend and he or she starts pushing you around physically/a teacher confronts you about something and you shout back or thrown your bag downPassive response: you let someone shout at you for fear of making it worse/you apologise when you haven’t done anything wrongAssertive response: You might say ‘I’m not getting into this right now’ and walk away calmly

The Response Game

Your teacher says ‘you’re late for the second time this week. You say your mum’s car broke down but I don’t believe you. I’m giving you a detention’.

You’re on the playing field but you feel desperate for the toilet. Your PE teacher tells you that you can’t leave the field.

You’ve been preparing a birthday party for a girl/boyfriend. To keep it a secret it means lying to them about where you’ve been. They’ve become suspicious about it and accuse you of cheating.

Feedback

• How did it feel to do this exercise?• What was the most difficult response to give?• Can you think of times when you have given

any of these types of response?• Which worked better for you at the time?• What do you feel you did well together as a

group?

Skills @KS4 Speaking and Listening 3

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Boycott

Euroboycott

In this session you will:

Discuss the advantages and disadvantages of boycotting by talking, contributing and listening

Conveying and interpreting

information to a teacher, friend, colleague or an

employee

Evaluating complex ideas and being able to articulate them in

a college or employment setting

Initiating dialogue or listening to others before making my

own contribution in meetings or seminars

links

Thinking back

What do you remember about

boycotts from our work on Graceland?

Talking Chips• In groups of 4, you will be given a set of Talking Chips (one for

each member)• You will be given a statement to discuss with 2 minutes’

thinking time provided• Any student can begin the discussion by placing a chip in the

middle of the table• If you agree or disagree with what is being said and you want

to say something, you need to place your chip in the middle. • When all the chips have been used up, pick them up and start

again.• Discussion will be over when your tutor calls TIME.

What’s a boycott?

• A boycott is a coordinated effort to avoid purchasing goods and services from a particular company or person (eg MacDonalds). It can also mean deciding not to carry out tests (like the boycott of KS2 SATS by some headteachers) to make a point.

Did you know?

The term “boycott” references an actual person, Captain Charles Boycott, an Englishman who was responsible for managing land in Ireland in the 1800s. When his tenants pressured him to lower their rents, he refused to do so, and evicted them. In response, the tenants organized, denying him goods and services. His crops rotted in the fields because he had no farm workers, he was unable to get deliveries of food and supplies, and he found himself neatly cut off from the community. By 1880, the “Boycott Treatment” was being used in other places, and the word quickly spread to other languages and regions of the world as well.

Your statement

If I could boycott something, it would be………… because…………

Skills @KS4 Speaking and Listening 4

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Call My Bluff

In this session you will:

Use a cooperative learning strategy to consolidate understanding of the last four non-fiction reading texts

Conveying and interpreting information to

a teacher, friend, colleague or an employee

Initiating dialogue or listening to others before

making my own contribution in meetings

or seminarslinks

Call My Bluff: How to Play

• In your books, each write down three statements taken from any of the non-fiction texts looked at so far (Parents and Teens, Good to Argue, Graceland, Biko). You must write down two true statements and one false. Eg:

• Steve Biko was the leader of the White Consciousness Movement (false)• Nagging and criticising teenagers doesn’t work (true)• Paul Simon recorded Graceland in South Africa (true)

• One student on the team stands and reads his/her statement to team-mates

• Without consulting, the team-mates write down which they think is the false statement

• Team-mates show guesses and explain their choices

• Student announces false statement• Repeat

Skills @KS4 Speaking and Listening 5

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Hotseat

In this session you will:

Develop your use of questioning through non-scary role play

Conveying and interpreting information to

a teacher, friend, colleague or an employee

Initiating dialogue or listening to others before

making my own contribution in meetings

or seminarslinks

Who was this man?

Developing questioning techniques

• Imagine that this soldier is a conscientious objector in a war. He has decided to go home while others fight.

• Write down a series of questions that you might like to ask him. Create a balance of open and closed questions.

• Share your questions with a partner – which are the same/different?

• Pairs link up with another pair – which are the same/different?

Sign up and volunteer…

• One member of your group will assume the role of the soldier.

• All you need to do is answer your classmates’ questions as honestly and as genuinely as you can.

• Your objective is to use questioning to develop a response.

Skills @KS4 Speaking and Listening 6

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Riot

In this session you will:

Explore in groups a range of reasons for rioting and give each one a ‘validity’ score

Conveying and interpreting information to

a teacher, friend, colleague or an employee

Initiating dialogue or listening to others before

making my own contribution in meetings

or seminarslinks

Kaiser Chiefs

There are several types of riot

• Look at the riot sheet and discuss the characteristics of each one before giving each one a validity rating.• Then, look at the explanations and

examples that follow.• Share your ratings as a class.

Types of riot

• A police riot is a term for the disproportionate and unlawful use of force by a group of police against a group of civilians, commonly where police attack a group of peaceful civilians and/or provoke previously peaceful civilians into violence.

Types of riot

a prison riot is a type of large scale, temporary act of concerted defiance or disorder by a group of prisoners against the prison administrators, prison officers, or other groups of prisoners, often to express a grievance, in an attempt to force change or an attempt to escape the prison.

Types of riot

In a race riot, race or ethnicity is the key factor. The term had entered the English language in Britain and the United States by the 1890s. Early use of the term in Britain and the United States referred to race riots which were often a mob action by members of a majority racial group against people of other perceived races.

Types of riot

In a religious riot the key factor is religion. The rioting mob targets people and properties of a specific religion, or those believed to belong to that religion.

Types of riot

• Student riots are riots precipitated by students, often in higher education, such as a college/university. Student riots in the US and Western Europe in the 1960s and the 1970s were often political in nature, although student riots can occur as a result of peaceful demonstration oppressed by the authorities and after sporting events.Students may constitute an active political force in a given country, and student riots may occur in the context of wider political or social grievances.

Types of riot

Urban riots are riots in the context of urban decay, provoked by conditions such as discrimination, poverty, high unemployment, poor schools, poor healthcare, housing inadequacy and police brutality and bias. Urban riots are closely associated with race riots and police riots. In India, for instance, caste riots have tended to be limited to rural theatres while religious riots centred around urban agglomerations.

Types of riot

• Sports riots can be sparked by the losing or winning of a specific team, such as the Nika riots. Fans of the two teams may also fight. In Britain, they are generally seen in football. In North America, they are generally seen in two sports, hockey and association football. Players rarely join in such riots, which usually occur in and around the playing field (in association football) or in the streets or stands (in hockey).

Types of riot

• Food and bread riots are caused by harvest failures, incompetent food storage, hoarding, poisoning of food, or attacks by pests like locusts. When the public becomes too desperate in such conditions, they attack shops, farms, homes, or government buildings to obtain bread or other staple foods like grain or salt, as in the 1977 Egyptian Bread Riots.