View Content #28687

by Madi Collins, CASLS Student Worker

This activity was designed for learners of all levels, though it is particularly suited to the needs of beginning language learners. It helps learners to experiment with presentational speaking and asks them to identify and compare differences between interpersonal and presentational modes. 

Learning Outcomes
Learners will be able to:

• Identify differences between interpersonal and presentational speaking
• Identify contexts where presentational speaking happens
• Demonstrate understanding of how context impacts language choice

Mode(s): Interpersonal, Presentational

Materials:
What is Presentational Speaking? video, butcher paper, Working with Presentational Speaking Handout

Procedure:

1. Show learners the What is Presentational Speaking? video. 
2. Have learners debrief in small discussion groups of 3-4 people. They will discuss the contexts in which interpersonal speech happens and contexts in which presentational speech happens. Prompt learners to discuss the differences between these contexts. Once group discussion has finished, direct students to write their ideas on butcher paper around the room in response to the following prompts in Carousel/Gallery Walk format. Discuss these ideas as a class and highlight any similarities in responses. Use these questions:
   1. Is there a difference among contexts in speaker-listener relationships? Explain. 
   2. Is there a difference among contexts in formality? Explain. 
   3. Are there different expectations for speakers and listeners between these contexts? What are they?
3. Give learners Working With Presentational Speaking Handout. Instruct learners to work on situations 1 and 2. One situation is a situation that calls for interpersonal speech, while the other calls for presentational speech.
4. Think: Have learners compare and contrast the language and choices they made for each type of speech.
5. Pair: With a partner, learners discuss their answers to Step 4 on the handout.
6. Share: Discuss as a larger group. Use these questions:
   1. How did language choice compare across the two modes?
   2. Is some language acceptable in one mode but not the other? Or, is the context more critical in determining language choice?
   3.  Are there changes in tone/register across the two situations?
7. Instruct learners to work on Situation 3. This situation asks learners to change an interpersonal conversation to presentational speech. 
8. Lead a group discussion about language choices. Use these questions:
   1. Did the language choices stay the same or did they change? How so?
   2. How did tone and register change?

Notes:

• Learners at lower proficiency levels may need to use the L1 to compare and unpack interpersonal and presentational modes. Educators are encouraged to allow this practice to the extent that it facilitates deep thinking and higher levels of understanding of this foundational concept.