Youth Club Activities: Speaking skills

MY FAVOURITE THINGS

AIM This game is great for developing word flexibility and encouraging young people to think on the spot.

You will need:

• A selection of props - such as a long scarf, a wooden box, a length of rope, a bowl, a ruler or a glittery necklace. Place them in a covered box

How to do it

Divide the young people into groups of three. Invite the first group to stand up in front of the others. Invite one of them to take something out of the box without looking. Keep the remaining props covered to prevent pre-planning. Whatever they get is now their favourite thing.

They must tell and demonstrate how their item is used and explain why they like it so much. For example, it may have belonged to a famous person, given by a favourite relative or even been used to save a life. Encourage fast thinking and creativity. It helps to start with someone who is fairly confident, as their success will encourage the others.

They should then pass it to the remaining members of their group to offer a different explanation as to why this object is their favourite thing. If someone does freeze, pass the object to the next person and give another opportunity at the end.

Once they have finished, the next group gets up, chooses a different prop and begins again.

DEFINITIONS

AIM This activity encourages young people to recognise the importance of tone of voice used in public speaking.

You will need:

• Copies of the definitions cards (text below)

How to do it

Ask for three volunteers and hand each one a definition for the same word. Their task is to persuade the rest of the group, using tone of voice and intonation, that theirs is the correct definition for the word. After each of the three has read their card, hold a quick vote to see which the audience believes to be true.

Invite the person with the correct definition to step forward. Discuss what helped the young people to make their decision, why they believed people and why they did not.

DEFINITIONS CARD TEXT

• Crepuscular \kri-PUS-kyuh-lur\, adjective: Relating to or like the time of day just before the sun comes up, or just after it goes down; not bright. (CORRECT)
• Crepuscular \kri-PUS-kyuh-lur\, adjective: Cookery term to describe a type of flat pancake made with buckwheat. From the French "crepe". (FALSE)
• Crepuscular \kri-PUS-kyuh-lur\, adjective: A word to describe the perfect muscle definition on a stallion. (FALSE)

• Pandiculation \pan-dik-yuh-LEY-shuhn\, noun: An instinctive stretching, as on awakening or while yawning. (CORRECT)
• Pandiculation \pan-dik-yuh-LEY-shuhn\, noun: A term popular in Shakespearian times for the correct pronunciation of old English. (FALSE)
• Pandiculation \pan-dik-yuh-LEY-shuhn\, noun: To get yourself into a fix; experience difficulties. (FALSE)

• Nugatory \NOO-guh-tor-ee; NYOO-\, adjective: Worthless or of little value. (CORRECT)
• Nugatory \NOO-guh-tor-ee; NYOO-\, adjective: Something that has to be done by law. (FALSE)
• Nugatory \NOO-guh-tor-ee; NYOO-\, adjective: A way to describe something tiny. From the word "nugget". (FALSE)

• Hyperbole \hy-PUHR-buh-lee\, noun: A way of speaking or writing that makes someone or something sound bigger or better than they are. (CORRECT)
• Hyperbole \hy-PUHR-buh-lee\, noun: A black hole or dead zone in space. (FALSE)
• Hyperbole \hy-PUHR-buh-lee\, noun: A civil engineering term for a digging instrument used for boring tunnels. From the French "hyper" i.e. large. (FALSE)

ONE-MINUTE SPEECHES

AIM To build young people's confidence in public speaking without a script.

You will need

• Two stop-watches or clocks
• Sticky notes and pens
• Flipchart and markers
• Plastic container

How to do it

Divide the group into two teams. Hand out a pen and a sticky note to each young person on which to write a topic for discussion. These can be anything, but suggest they include things the majority are likely to have heard of, such as music or books, rather than more specialist subjects. Collect the topic papers in an open container face down.

Ask each team to nominate a timekeeper for their team. In turn, invite young people to choose a piece of paper from the container. Once they have read out the topic title, the timekeeper should say: "You have one minute on (name of subject) starting from now."

The goal for the young person is to fill the minute. If they do, they are awarded 10 points. If they reach 50 seconds eight points, if they get through 30 seconds five points. There are no points for those who are out before 30 seconds is up.

Go through at least three rounds, with the timekeeper writing up the scores after each one. Keep the tally of scores public. The winner is the team with the most points at the end of the rounds.

SENTENCE STARTERS

AIM This activity builds confidence in public speaking and the time boundary encourages even the most reluctant group member to take part.

You will need

• A set of the "sentence cards".

How to do it

Set the scene by arranging a stage area. This can be anything from three chairs pushed together to form a park bench or something more elaborate such as a cafe scene.

Give a sentence card to each person, explaining that the idea is to use the sentence to start an on-stage conversation. Everyone will take part, but they only have to go on stage twice each. You can increase the number of stage appearances required if the group is keen or if you have a small group.

Select two young people to start - seat one on the stage and then invite the second on stage, using the sentence on their card as their opening line. The young person already on the stage should respond to carry on the conversation, developing it into a timed one-minute improvisation.

As the young people finish their minute role-play, they return to the rest of the group and tap another member on the shoulder, who then goes onto the stage. Keep going until everybody has had a turn and then review the process. Encourage the young people to consider how easy or hard it was to have no plot to follow, if it was easier to play a character or be themselves and how it felt to have other group members watch.

SENTENCE CARDS

• "I am not sure this is such a good idea"
• "Go on! Amaze me"
• "I don't think you are telling me the truth"
• "If you think it's so easy, why don't you have a go?"
• "I make the rules in this house"
• "I am not shouting"
• "You like him more than me"
• "What a waste of money"
• "That was supposed to be a secret"
• "I feel a bit sick now"
• "It's just not fair"
• "I just saw you do that"
• "You are in big trouble when you get home"
• "Grow up and act your age"
• "Look, I am only telling you for your own good ..."
• "This is your last chance"
• "I have told you three times NO"
• "You don't own me"
• "If you were a real friend you would"
• "You think you are so great"
• "I want to say I'm sorry"

PRESENTING WITH CONFIDENCE

AIM By taking part in this activity, young people will get the chance to experience presenting, recording information and having an active role in the audience.

You will need

• Flipchart paper and markers
• A4 paper and pens
• One set of the cards
• Seats

How to do it

Set up the room so there is a stage area and arrange seats facing it to form the audience zone. Place one of the flipcharts on each side of the stage.

Introduce the young people to the set-up and explain they are going to have the opportunity during this activity to be presenters, recorders of information and also the audience.

Divide the young people into small groups with flipchart and markers, then give each group a card. Allow 15 minutes for each group to discuss their card and devise a five-minute presentation. Suggest that as this is a timed activity, one person in each group should keep track of time as they practice.

Bring the young people back together to give their presentations. Explain that while one group presents, another will make notes and offer feedback afterwards. The rest of the group will be the audience and listen carefully, ready to ask questions when invited. After each presentation, lead a round of applause and rotate roles so that everyone has the opportunity to present, offer feedback and be a part of the audience.

PRESENTATION CARDS

GROUP 1

Congratulations! You have won £1,000. Discuss and agree what you are going to spend the cash on. The only rule is that it has to be split equally. Once you have made your decision, put together a five-minute presentation that outlines what you will spend it on, including the reasons behind your choices. Everyone in the group must take part. Allow time for questions at the end.

GROUP 2

Congratulations! You have won £1,000 to be given to the charity of your choice. The only rules are that you must all agree who should benefit from your win. Once you have made your decision, put together a five-minute presentation that outlines what you will spend it on, including the reasons behind your choices. Everyone in the group must take part. Allow time for questions at the end.

GROUP 3

Congratulations! You have won a £1,000 worth of dream holiday. You can go wherever you wish to in the world. The only rule is that you must all agree with the choice of destination. Once you have made your decision, put together a five-minute presentation that outlines what you will spend it on, including the reasons behind your choices. Everyone in the group must take part. Allow time for questions at the end.

GROUP 4

Congratulations! You have been awarded a grant of £1,000 to spend on young people in your area. The only rule for spending it is that it should benefit the maximum number of young people possible. Once you have made your decision, put together a five-minute presentation that outlines what you will spend it on, including the reasons behind your choices. Everyone in the group must take part. Allow time for questions at the end.

Vanessa Rogers is a youth work trainer, consultant and author. Her books are available from www.nya.org.uk or Jessica Kingsley Publishers, www.jkp.com. For training and consultancy, go to www.vanessarogers.co.uk