Digital @ The Arts Unit Creative Teachers

Speaking styles

Discover how 'manner' impacts public speaking

Student public speaking resource developed by The Arts Unit

Years 3 to 6 public speaking

What will I learn?

You will:

  • discover the importance of manner in public speaking

  • experiment with different speaking styles

  • investigate communication skills

  • organise your ideas

  • practise your own prepared speech.

Before you begin

You will need:

  • an ideas notebook and a pen or pencil

  • palm cards or pieces of paper.


Review

Public speaking is when you speak in front of an audience. Some examples of when you might need to do public speaking include; talking in front of the class, in a debate, presenting a project or participating in a public speaking competition at school.

It's more formal than everyday conversations. For example, the speaker usually talks to an audience (without being interrupted) in a structured way.

Some people love to talk and some people can't think of anything worse than public speaking! Even though it can sometimes be scary, public speaking is a great opportunity because it gives you a chance to communicate your ideas, knowledge or opinions to a large group of people.

Every year, hundreds of students take part in public speaking competitions in NSW schools. Some students go on to compete in local district, regional, state and national finals. At public speaking events, students make 2 speeches:

  • a prepared speech (which they have rehearsed)

  • an impromptu speech (a speech made up on the day, based around a surprise topic).

When we discuss a speech (and when adjudicators judge a speech) we look at something called the 3 Ms:

  • Matter is what you say

  • Manner is how you say it

  • Method is the structure of a speech.

In public speaking, the most important element is matter. Matter matters most!

However, it is also important to have good manner and matter if you want your speech to be really effective.

In this class we are going to explore manner in more depth.

Let's get started!

Manner

Manner is what you look and sound like when you give your speech. In other words, your mannerisms.

When we talk about manner, we think about how the speaker uses their voice, face (expressions) and body (movements, hand gestures) to communicate clearly with the audience.

Watch the video Manner to find out more!

After watching the video select each of the 3 drop down boxes to reveal some important information about matter.

Voice – think about ...

Volume: are you speaking loudly or softly?

Clarity: are you mumbling or easy to hear?

Tone: are you speaking with a serious tone, a joking tone or something else?

Body – think about ...

Stance: are you swaying, standing very still or standing in a nice and relaxed way?

Movement: are you using big gestures, regular gestures or do you not move at all while you are speaking?

Face – think about ...

Expression: are you over-acting and making exaggerated expressions, are you speaking with some expression or is your face not moving at all?

Eye contact: are you looking at your palm cards the whole time, do you look up a little bit, or look at the audience a lot?

Good manners

Good communication requires skills in speaking and listening.

Task 1

  1. Think about what you should do in a speech and what you should not do.

  2. Write down 3 manner characteristics you should do and 3 you shouldn't do in a speech.

  3. Check to see if some of your answers are in the drop-down boxes below.

Do ...

  • speak loud enough so they can hear you from the back of the room (as this is normally where the adjudicator sits!)

  • speak clearly so the audience can understand you.

  • use your face, hands and voice to help explain what you're talking about. You can convey lots of emotion this way!

  • look at the people you are talking to ('eye contact').

  • stand in a relaxed, natural way.

Don't ...

  • rush (don't speak too quickly).

  • pause for too long or speak too slowly.

  • sway or move around too much (this can be distracting!)

  • perform like an actor, sing or do any over-the-top gestures.

  • stare at your palm cards the whole time

  • try to do a speech without palm cards (you never know when you will get nervous and forget a bit of your speech!)

  • over-rehearse. One or two 'ums' are okay!

  • speak without any emotion. You want to avoid sounding robotic.

Task 2

Think/pair/share:

  • Can you think of someone who is a good speaker?

  • What do they do that makes them a good speaker?

  • Are these things you could try to copy (for example: standing tall or speaking with confidence)?

boy in wheelchair speaking at microphone
girl speaking with palm card in hands

Task 3

Watch Luke present his speech at the Multicultural Perspectives Public Speaking final. Make sure you focus on his manner.

Discuss: What did Luke do well (in his manner)?

Talking and listening

As an audience member, it's important to show you're listening ... really listening!

Task

In this activity you will practise looking at people while you speak and experience people really listening to you.

This activity should be completed in pairs. You could do this with a classmate, friend or a member of your household.

  • Think of a topic you know a lot about (for example, your family or friends, your pets, a sport or athlete, your favourite place).

  • Speak for half a minute about your topic while your partner shows you how they listen 'properly'. This means no interrupting, comments or looking away and daydreaming.

  • Swap roles.

  • Discuss:

  • how it felt to be really listened to when you were speaking.

  • how it felt to look at someone while they were talking. Did it help you understand them when you watched their facial expressions and hand gestures?

  • how could you tell the person was listening?

  • how can you show someone you're listening?

2 boys talking and listening to each other sitting on classroom steps
2 girls talking and listening to each other sitting on bean bags

The way we communicate with others is influenced by our culture. For example, in some cultures, maintaining 'eye contact' is considered to be disrespectful. In other cultures, certain hand or body gestures (like nodding) can mean different things, too.

Can you think of any ways that your cultural background influences the way you communicate with others?

Remember, when relating to people from other cultures it is sometimes important to modify your speech, tone of voice or body language in order to be respectful.

Speaking clearly

Tongue twisters

Guess what ... it's okay to make mistakes in public speaking!

One aspect of good communication is speaking clearly, but everybody stumbles now and then. The purpose of this activity is to not worry too much about making some mistakes!

Try saying the following tongue twisters. Each is to be said twice clearly with correct word pronunciation.

If you fumble or muddle your words, try not to worry, and just finish the tongue twister!

  • Top ten twisters

  • Truly plural

  • A big black bug bit a big brown bear

  • Canned cod comes completely cooked

  • Bonnie burned the brown bread badly

  • Eight grey geese grazing in Greece

  • Six thick thistle sticks

  • The sun shines on the shop signs

  • Tom threw Tan three thumb tacks

  • Weak writers want white ruled writing paper

Do you know some other tongue twisters you can try and master?

Using 'um' and pauses

Using 'um'

Contrary to popular belief, it is okay to say the occasional 'um' or 'ah' when speaking! These are thinking words (also called 'filler words' or 'hesitation words') and can have many useful purposes when speaking.

We don't use them in formal, written language, but it is sometimes okay to use them when speaking. While we don't want too many of these in a prepared speech, just a few is okay!

Watch the video to find out more.

Why do we, like, hesitate when we, um, speak?

Duration: 5:33

Pausing

The great thing about public speaking is that no one is going to interrupt you like they might in a conversation. For this reason, it can be useful to pause instead of say 'um' if you're thinking during your speech.

In addition to a 'thinking pause' there are also 'powerful pauses'! These pauses are something you do on purpose. You might pause to:

  • control your speed

  • make your point more dramatic

  • give the audience time to think about what you just said

  • get the audience's attention

  • give the audience time to laugh after a joke

  • allow the audience time to mentally answer a rhetorical question.

Watch the following video before answering the questions below. Hint: watch Tips 1 to 11.

How to effectively use pauses during your public speech

Duration: Watch until 8:43

From the video answer the following questions.

  • List 5 times you might pause during a speech.

  • How can you remind yourself to pause during a speech?

  • List 3 different types of punctuation which tell you to pause in your speech.

Gestures

A gesture refers to the movements you make with your hands or arms as you speak.

We sometimes talk about an imaginary box that we call the 'box of normality'. Basically, any gestures within this imaginary box in front of you appear 'normal'.

If it's any bigger you might look like you are performing instead of speaking! If it's any smaller (like if your hands stay in your pockets or are incredibly still) it might look a bit uncomfortable to the audience.

Images of student performing a speech. She is moving her hands about in different gestures but they are all inside an imaginary box in front of her torso.

Task 1

Take a closer look at this picture of a student presenting their speech. Discuss: what is good about their use of gestures?

Task 2

The gestures should match the speech! What sorts of things might the student be talking about based on their gestures?

Gesture 1: both hands in front, palms to sky. Gesture 2: one hand flat and facing down. Gesture 3: counting the number 2 on her fingers. Gesture 4: waving both hands slightly to demonstrate "this or that"

Possible answers:

Task 1:

  • She has her palm cards in one hand so she can make gestures.

  • Her gestures are within the 'box of normality'.

  • She is moving her hands in a standard way to express herself (not too big or overly dramatic!)

  • Her stance isn't changing too much (which is good!) but she is making small movements with her arms and hands so she doesn't look too stiff. She is also looking around at the audience in an engaging way.

Task 2:

(From left to right)

  • In the first picture she might be asking the audience a rhetorical question, or pondering why something is happening.

  • In the second picture she could be explaining something.

  • In the third picture she might be listing reasons or explaining the order in which something happened.

  • In the fourth picture she could be comparing things (e.g. "On one hand... but on the other hand...")

Task 3

You can do the following activity in pairs or you can record yourself doing it and watch it back.

Have a go at reading the following text aloud in 3 different ways:

  1. First, read the text aloud without any gestures (don't move your hands or arms at all).

  2. Read the text again but this time use lots of dramatic gestures and be really over-the-top!

  3. Read the text for a final time, using gestures that you think would make sense and are within the 'box of normality'.

Text to read:

"The fact that we, as kids, spend so much time sitting down is absurd! Our bodies are made to run, play and move, so why do we choose to sit down in front of a TV or iPad so much?

According to the World Health Organisation, a lack of physical activity is responsible for more than 5 million deaths worldwide each year! One way to help avoid this is to encourage kids to be active from a young age. Another is to find more ways for them to actively play."

Voice and expression

Voice and expression normally go hand in hand. Think about it, if you sound excited by something, your facial expressions will probably include smiling and happy eyes! If your voice sounds bored and monotonal, there's a good chance your face will probably look blank and disinterested too.

In public speaking, it's important for your voice and facial expressions to reflect what you are talking about.

Think ...

If your speech was about banning plastic to save the environment, how would you look and sound in your speech?

  • Your tone might change throughout the speech.

  • At some points you might sound passionate and frustrated about the harms plastic can do to creatures in the ocean.

  • At other points you might sound more positive and hopeful as you think about the future.

The key to tone is to always be authentic (real) – don't overdo it!

Hint: Your facial expressions should always match your tone. Think:

  • How would your face look if you are frustrated about something in the world?

  • How would it look if you're feeling more positive or hopeful?

Remember, how a speech is presented or delivered will depend on its purpose as well as the personality of the speaker. Some speakers will be great storytellers, some will sound sincere and serious and others will be quite comical (funny). These are all okay! You will soon learn what style suits you and what will suit your speech.

Task 1

Watch this compilation of students in a public speaking final. Each speaker has a different speaking style, yet all of them are successful speakers (they are in the state finals, after all!)

Discuss:

  • What speaking style are you most comfortable presenting in?

  • Why should your topic influence your tone of voice in a speech?

Task 2

  1. Read the outline of the speech below 'Making new friends'.

  2. Describe how you might look and sound for each of the 4 parts of the speech.

3 boys with arms around each others shoulders smiling

Making new friends – Speech outline

Part 1: You talk about how when you were younger you grew up in a different place and had lots of friends. You loved your school and loved your friends!

Part 2: Next, you talk about how you had to move to a new place and go to a new school. It was a little scary at first – it can be hard making new friends when you're older.

Part 3: You compare your experience to other people's experiences. You talk about the number of kids who move school each year and refer to a few famous stories/movies where the kid moves school and it turns out fine.

Part 4: You end your speech on a positive note, talking about how you tried a few new things (joining art club and a soccer team) and have made plenty of new friends now. You finish by saying how lucky you are: you have double the friends now – some from your old school and some from your new school!

Task 3

Let's experiment with different tones and expressions!

You will need a 6-sided dice for this activity. If you don't have a dice you can use this virtual dice.

Complete the following 4 steps:

Step 1: Roll your dice. Click on the number you rolled to reveal a short phrase or sentence.

1

I can't believe it!

2

What a surprise!

3

Are you sure?

4

Why did you do that?

5

Well, that's interesting!

6

Where are we going?

Step 2: Roll your dice again. Click on the number you rolled to reveal a tone and expression.

1

Sound really surprised!

2

Sound a bit angry

3

Sound really serious

4

Sound a bit suspicious

5

Sound happy and excited

6

Sound intrigued and interested

Step 3: Read the sentence in the tone!

Step 4: Repeat the activity a few times to see how your tone can completely change the meaning of the sentence.

Using palm cards

Palm cards are small pieces of paper or cardboard on which you can write the key points of your speech. You can refer to them while you speak.

3 important palm card tips!

  1. Don't try to read your speech from the cards. Look at them as little as possible so that you can maintain eye contact with your audience.

  2. Hold your palm cards in one hand so that you are also able to make hand gestures.

  3. Avoid writing full sentences and instead use prompts or dot points (like in the following image).

Top tip: even if you know your speech off by heart, it's always a good idea to use palm cards! In particular, they can help you if you get nervous, distracted or forget something. Interestingly, palm cards also help you make more natural hand gestures.

Task

Create a persuasive advertisement that encourages students to use palm cards in public speaking. Include some helpful facts about using them properly.

Reflecting

Task

Recording yourself speak

Have a go at recording yourself (or ask someone to record you) presenting a short, prepared speech on a simple topic
(for example: your family, your favourite hobby, your favourite place).

Analyse

Pretend your are a teacher and watch your recording back. Try to list at least 5-6 things you did well (with your manner), and 1-2 things you'd like to improve upon.

What do you notice about your voice?

Think about:

  • Volume – was your voice too loud, too soft or just right? Did your volume change throughout the speech?

  • Clarity – were any words mumbled or difficult to understand?

  • Pace – how fast were you talking? Did this change throughout the speech?

  • Cadence – did your voice change (go up and down) as you spoke, or was it monotonal?

  • Tone – did you use different emotions or tones throughout the speech?

  • Pauses – did you pause throughout your speech?

What do you notice about your body?

Think about:

  • Gestures – did you move your hands a lot, a little or just enough?

  • Stance – did you stand very still, did you sway, did you move naturally?

  • Eye contact – where was your gaze? Did it move throughout your speech?

  • Expression – did you use facial expressions to match your tone?

  • Other – was there anything else you noticed?

Congratulations!

You have completed this Digital @ The Arts Unit Creative Class

You are on your way to becoming a great public speaker!

To investigate public speaking in more detail and explore a range of skills building activities you might like to complete these Creative Classes:

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