Speaking Skills Class for Middle and High School Teachers, Lesson 34
 |
Description
Book Introduction
From personal expressions such as requests, thanks, and refusals,
Even formal speech such as speeches, seminars, and interviews
Korea's first teacher's guide to speaking skills
As any teacher would know, there is a section on speaking in the subjects of 'Korean Language' and 'Speaking and Writing'.
But I rarely teach, or if I do, I do it while reading.
Current Korean conversation classes, where you learn to speak without speaking, are like learning to play soccer without kicking the ball.
Meanwhile, teachers who try to teach speaking skills properly quickly hit a wall.
This is because textbooks only present fragmentary theories, making systematic learning difficult, and there are no practical programs suitable for students to practice with.
『34 Lessons of Speaking Classes for Middle and High School Teachers』, published by Munhak-kwa-Jiseongsa, is the first speaking class book to be published in Korea. The author, who has been researching debate and speaking skills for over 30 years as a teacher and has provided training on classes at education offices across the country, has compiled his experiences and knowledge into this book for teachers who wish to conduct speaking classes as a student activity.
It covers everything from personal speaking skills such as making requests, thanking people, and refusing to formal speaking skills such as speeches, seminars, and interviews. The activities were designed to fit the realities of middle and high schools in Korea and to enable students to understand and practice the principles of speaking skills in a step-by-step, systematic manner and apply and practice them in their daily lives.
Additionally, a detailed lesson flow chart is provided for each class so that teachers can utilize it in actual classes, and points to keep in mind when carrying out activities are also explained in detail.
Even formal speech such as speeches, seminars, and interviews
Korea's first teacher's guide to speaking skills
As any teacher would know, there is a section on speaking in the subjects of 'Korean Language' and 'Speaking and Writing'.
But I rarely teach, or if I do, I do it while reading.
Current Korean conversation classes, where you learn to speak without speaking, are like learning to play soccer without kicking the ball.
Meanwhile, teachers who try to teach speaking skills properly quickly hit a wall.
This is because textbooks only present fragmentary theories, making systematic learning difficult, and there are no practical programs suitable for students to practice with.
『34 Lessons of Speaking Classes for Middle and High School Teachers』, published by Munhak-kwa-Jiseongsa, is the first speaking class book to be published in Korea. The author, who has been researching debate and speaking skills for over 30 years as a teacher and has provided training on classes at education offices across the country, has compiled his experiences and knowledge into this book for teachers who wish to conduct speaking classes as a student activity.
It covers everything from personal speaking skills such as making requests, thanking people, and refusing to formal speaking skills such as speeches, seminars, and interviews. The activities were designed to fit the realities of middle and high schools in Korea and to enable students to understand and practice the principles of speaking skills in a step-by-step, systematic manner and apply and practice them in their daily lives.
Additionally, a detailed lesson flow chart is provided for each class so that teachers can utilize it in actual classes, and points to keep in mind when carrying out activities are also explained in detail.
index
preface
Part 1: The Foundation of Speaking Classes
Chapter 1: Defending Conversational Instruction
Chapter 2: Characteristics of Speaking
Words and Writing in the History of Civilization
1.
Speaking has realism
2.
There is dynamism in speaking
3.
There is creativity in speaking
Chapter 3: Conditions for Speaking Classes
Part 2: The scene of the speaking class
Chapter 1: Ice Breaking Lesson
1.
Moon Survival Game
2.
Sea/Desert Survival Game Activity Sheet and Answers
Chapter 2: Personal Speaking (Empathetic Conversation) Class
1.
Listen to your heart
2.
Mirror play
3.
Words that made my heart race
4.
Words that broke my heart
5.
Observation and Evaluation
6.
Feelings and Thoughts (Wind)
7.
Feelings and Thoughts Card Game
8.
Requests and Coercion
9.
Empathy Conversation Speaking Model
10.
Listening (Ask) Model for Empathetic Dialogue
11.
Four Options When You Hear Hurtful Words
12.
Expressing anger
13.
Expressing rejection
14.
Inner communication
15.
Expressing gratitude
Chapter 3: Formal Speaking Lessons
1.
Storytelling Speaking Class
2.
Presentation (seminar)
3.
Interview practice
Part 1: The Foundation of Speaking Classes
Chapter 1: Defending Conversational Instruction
Chapter 2: Characteristics of Speaking
Words and Writing in the History of Civilization
1.
Speaking has realism
2.
There is dynamism in speaking
3.
There is creativity in speaking
Chapter 3: Conditions for Speaking Classes
Part 2: The scene of the speaking class
Chapter 1: Ice Breaking Lesson
1.
Moon Survival Game
2.
Sea/Desert Survival Game Activity Sheet and Answers
Chapter 2: Personal Speaking (Empathetic Conversation) Class
1.
Listen to your heart
2.
Mirror play
3.
Words that made my heart race
4.
Words that broke my heart
5.
Observation and Evaluation
6.
Feelings and Thoughts (Wind)
7.
Feelings and Thoughts Card Game
8.
Requests and Coercion
9.
Empathy Conversation Speaking Model
10.
Listening (Ask) Model for Empathetic Dialogue
11.
Four Options When You Hear Hurtful Words
12.
Expressing anger
13.
Expressing rejection
14.
Inner communication
15.
Expressing gratitude
Chapter 3: Formal Speaking Lessons
1.
Storytelling Speaking Class
2.
Presentation (seminar)
3.
Interview practice
Into the book
There is an appropriate moment or situation to speak.
In common parlance, it's all about 'timing'.
Most of the laughter in TV comedy shows is either well-timed or deliberately misdirected.
It's not that what parents or teachers say to students becomes nagging because the content is wrong.
Timing is the issue.
It would be better to speak after listening to the students' feelings and circumstances thoroughly, but I speak first.
So when is the best time to speak? There's no set formula, but listening carefully to what the other person has to say comes first.
You can find the right timing by observing the other person's words and actions, empathizing with them, and understanding them.
The best time to say something is when the other person wants to hear it.
---From "Characteristics of Speaking, Part 1, Chapter 2"
Students all start from different places.
While some students are born into wealthy environments and have sufficient background knowledge thanks to their parents' high level of educational zeal, there are also students born into poverty who have not been able to acquire basic vocabulary, learning experiences, or attitudes in the opposite environment.
It is unreasonable and harsh to hold students accountable for situations that are not their personal responsibility.
Because the starting points are different, the learning process and speed are also different.
While some students achieve their goals with flying colors and excellent performance, earning high grades and receiving favor from their teachers, others, anxious about exposing their weaknesses and inferiority, struggle to keep up with the class with complex emotions, falling far short of their goals.
Even though the mental effort and emotional drain is much greater than that of other friends, they are given low scores and are treated with indifference or disregard simply because their results are inferior.
〔… … 〕 School evaluations should be conducted to understand the individual learning status of students and to know how to help students and what teachers need to improve.
In a word, it can be called feedback.
For feedback, we need to differentiate between students' abilities, not between students.
This is a qualitative evaluation.
For example, even if the same score was obtained in the 'empathy conversation method' activity, Student A could be evaluated as 'good at observing and expressing his own feelings and thoughts, but lacks the ability to understand the feelings of others', or Student B could be evaluated as 'good at utilizing the 'observation-feeling-hope-request' framework, but lacks specificity in the content', and if the content is given as feedback to the student and the student's speaking skills develop, the evaluation function is fully carried out.
---From "Part 1, Chapter 3: Conditions for Speaking Classes"
Mind listening literally means listening to the other person's mind.
Here, mind refers to emotions, feelings, and sensations.
Of course, you need to listen carefully to what is being said, but that's something you can do by just concentrating and listening carefully.
However, the mind cannot hear well if it focuses only on the content of the words and information.
For example, a friend says, “I don’t want to go to school.
When you say, “I want to drop out,” you say, “Oh, so you want to drop out.
If I were to reply, "I'll look into how I can drop out," would you say I've listened? Depending on the context, tone, and mood of the statement, it would likely be frustrating for this person.
This friend likely said this out of anger and confusion, worried about not getting good grades or being scolded by his teacher or parents.
Understanding and listening to those feelings is called mind listening.
---「Part 2, Chapter 2, 1.
From "Listening to the Heart"
'My Korean score is 85.' This sentence makes me wonder if it is an observation or an evaluation.
Before I could even think about it, the word ‘observation’ came out.
They say it's because it was presented accurately in numbers.
Then I ask the next question:
How did this number come about? Yes, that's right.
This is the score that came out after evaluation.
So it's an evaluation.
When I talk like this, some students say, 'Then there's nothing that isn't an evaluation.'
This is the moment when the territory of students' awareness expands.
As Jang Ha-seok has pointed out, it is very unnatural to express abstract phenomena in numbers.
And since a theoretical framework is applied to the process of expressing it in numbers, it can all be seen as an evaluation.
I'll ask another question by leaving a space between sentences.
Are the sentences 'My Korean score is 85' and 'Therefore, my Korean skill is 85' valid? Or is the sentence 'My Korean score is 85' valid?
My friend's Korean score is 85.
Therefore, if you ask whether the statement, “My friend and I have the same Korean language skills,” is true, the answer will come out almost without hesitation as “no.”
“Just because something is in numbers doesn’t mean it’s objective and valid.
This is also an evaluation based on a subjective and fragmentary framework.
The evaluation is not the same as the facts.
Don't be fooled by the reviews.
He concludes by adding, “Always be skeptical and ask questions.”
---「Part 2, Chapter 2, Chapter 5.
From “Observation and Evaluation”
Next, we will distinguish between requests and demands.
"Bring me some water!" Does that sound like a request or a demand? A demand? Why? Because I gave a direct command without expressing my feelings or thoughts (desires).
If you honestly express your feelings and thoughts (wants) by saying, “I’m thirsty (feeling) and want to drink water (wanting), could you please bring me a glass of water?”, it becomes a request, not a demand.
But this is not the end.
More difficult levels await.
What if you ask someone for a glass of water, and they say, "No!" after you've been so earnest, so earnest, and so polite? This is the moment when you decide whether it's a genuine request or an exacting demand.
At this point, if you blame the other person or make them feel guilty by saying, "As a friend, you can't do that for me? We're not even friends.", you didn't ask for anything.
It becomes something forced.
Then you might get annoyed and wonder what on earth you want to do.
If you understand and respect the other person's situation and opinion when they refuse, you have made a request.
I believe that when you do that, there must be a good reason for it.
---「Part 2, Chapter 2, Chapter 8.
From “Requests and Coercion”
The formal speaking class is largely divided into three stages: ‘content creation, manuscript writing, and practice.’
In the content creation stage, you generate a wealth of ideas through storytelling and brainstorming activities.
It's about awakening and bringing out the inner self that you didn't even know you had.
They may not be used directly in the presentation, but they aim to provide a rich and detailed understanding of yourself through the presentation.
In the manuscript writing stage, you use this as a basis to establish your own independent perspective on the topic, clarify the topic, and organize the content to increase persuasiveness.
Without this process, you cannot convey sincerity and passion through what you hear from other people or through other people's writings.
In the practical stage, the focus is on learning the presentation type, method, and order in terms of formal aspects, as well as developing speaking skills such as posture, eye contact, and voice.
In common parlance, it's all about 'timing'.
Most of the laughter in TV comedy shows is either well-timed or deliberately misdirected.
It's not that what parents or teachers say to students becomes nagging because the content is wrong.
Timing is the issue.
It would be better to speak after listening to the students' feelings and circumstances thoroughly, but I speak first.
So when is the best time to speak? There's no set formula, but listening carefully to what the other person has to say comes first.
You can find the right timing by observing the other person's words and actions, empathizing with them, and understanding them.
The best time to say something is when the other person wants to hear it.
---From "Characteristics of Speaking, Part 1, Chapter 2"
Students all start from different places.
While some students are born into wealthy environments and have sufficient background knowledge thanks to their parents' high level of educational zeal, there are also students born into poverty who have not been able to acquire basic vocabulary, learning experiences, or attitudes in the opposite environment.
It is unreasonable and harsh to hold students accountable for situations that are not their personal responsibility.
Because the starting points are different, the learning process and speed are also different.
While some students achieve their goals with flying colors and excellent performance, earning high grades and receiving favor from their teachers, others, anxious about exposing their weaknesses and inferiority, struggle to keep up with the class with complex emotions, falling far short of their goals.
Even though the mental effort and emotional drain is much greater than that of other friends, they are given low scores and are treated with indifference or disregard simply because their results are inferior.
〔… … 〕 School evaluations should be conducted to understand the individual learning status of students and to know how to help students and what teachers need to improve.
In a word, it can be called feedback.
For feedback, we need to differentiate between students' abilities, not between students.
This is a qualitative evaluation.
For example, even if the same score was obtained in the 'empathy conversation method' activity, Student A could be evaluated as 'good at observing and expressing his own feelings and thoughts, but lacks the ability to understand the feelings of others', or Student B could be evaluated as 'good at utilizing the 'observation-feeling-hope-request' framework, but lacks specificity in the content', and if the content is given as feedback to the student and the student's speaking skills develop, the evaluation function is fully carried out.
---From "Part 1, Chapter 3: Conditions for Speaking Classes"
Mind listening literally means listening to the other person's mind.
Here, mind refers to emotions, feelings, and sensations.
Of course, you need to listen carefully to what is being said, but that's something you can do by just concentrating and listening carefully.
However, the mind cannot hear well if it focuses only on the content of the words and information.
For example, a friend says, “I don’t want to go to school.
When you say, “I want to drop out,” you say, “Oh, so you want to drop out.
If I were to reply, "I'll look into how I can drop out," would you say I've listened? Depending on the context, tone, and mood of the statement, it would likely be frustrating for this person.
This friend likely said this out of anger and confusion, worried about not getting good grades or being scolded by his teacher or parents.
Understanding and listening to those feelings is called mind listening.
---「Part 2, Chapter 2, 1.
From "Listening to the Heart"
'My Korean score is 85.' This sentence makes me wonder if it is an observation or an evaluation.
Before I could even think about it, the word ‘observation’ came out.
They say it's because it was presented accurately in numbers.
Then I ask the next question:
How did this number come about? Yes, that's right.
This is the score that came out after evaluation.
So it's an evaluation.
When I talk like this, some students say, 'Then there's nothing that isn't an evaluation.'
This is the moment when the territory of students' awareness expands.
As Jang Ha-seok has pointed out, it is very unnatural to express abstract phenomena in numbers.
And since a theoretical framework is applied to the process of expressing it in numbers, it can all be seen as an evaluation.
I'll ask another question by leaving a space between sentences.
Are the sentences 'My Korean score is 85' and 'Therefore, my Korean skill is 85' valid? Or is the sentence 'My Korean score is 85' valid?
My friend's Korean score is 85.
Therefore, if you ask whether the statement, “My friend and I have the same Korean language skills,” is true, the answer will come out almost without hesitation as “no.”
“Just because something is in numbers doesn’t mean it’s objective and valid.
This is also an evaluation based on a subjective and fragmentary framework.
The evaluation is not the same as the facts.
Don't be fooled by the reviews.
He concludes by adding, “Always be skeptical and ask questions.”
---「Part 2, Chapter 2, Chapter 5.
From “Observation and Evaluation”
Next, we will distinguish between requests and demands.
"Bring me some water!" Does that sound like a request or a demand? A demand? Why? Because I gave a direct command without expressing my feelings or thoughts (desires).
If you honestly express your feelings and thoughts (wants) by saying, “I’m thirsty (feeling) and want to drink water (wanting), could you please bring me a glass of water?”, it becomes a request, not a demand.
But this is not the end.
More difficult levels await.
What if you ask someone for a glass of water, and they say, "No!" after you've been so earnest, so earnest, and so polite? This is the moment when you decide whether it's a genuine request or an exacting demand.
At this point, if you blame the other person or make them feel guilty by saying, "As a friend, you can't do that for me? We're not even friends.", you didn't ask for anything.
It becomes something forced.
Then you might get annoyed and wonder what on earth you want to do.
If you understand and respect the other person's situation and opinion when they refuse, you have made a request.
I believe that when you do that, there must be a good reason for it.
---「Part 2, Chapter 2, Chapter 8.
From “Requests and Coercion”
The formal speaking class is largely divided into three stages: ‘content creation, manuscript writing, and practice.’
In the content creation stage, you generate a wealth of ideas through storytelling and brainstorming activities.
It's about awakening and bringing out the inner self that you didn't even know you had.
They may not be used directly in the presentation, but they aim to provide a rich and detailed understanding of yourself through the presentation.
In the manuscript writing stage, you use this as a basis to establish your own independent perspective on the topic, clarify the topic, and organize the content to increase persuasiveness.
Without this process, you cannot convey sincerity and passion through what you hear from other people or through other people's writings.
In the practical stage, the focus is on learning the presentation type, method, and order in terms of formal aspects, as well as developing speaking skills such as posture, eye contact, and voice.
---From "Part 2, Chapter 3: Formal Speaking Lessons"
Publisher's Review
From personal expressions such as requests, thanks, and refusals,
Even formal speech such as speeches, seminars, and interviews
Korea's first teacher's guide to speaking skills
As any teacher would know, there is a section on speaking in the subjects of 'Korean Language' and 'Speaking and Writing'.
But I rarely teach, or if I do, I do it while reading.
Current Korean conversation classes, where you learn to speak without speaking, are like learning to play soccer without kicking the ball.
Meanwhile, teachers who try to teach speaking skills properly quickly hit a wall.
This is because textbooks only present fragmentary theories, making systematic learning difficult, and there are no practical programs suitable for students to practice with.
『34 Lessons of Speaking Classes for Middle and High School Teachers』, published by Munhak-kwa-Jiseongsa, is the first speaking class book to be published in Korea. The author, who has been researching debate and speaking skills for over 30 years as a teacher and has provided training on classes at education offices across the country, has compiled his experiences and knowledge into this book for teachers who wish to conduct speaking classes as a student activity.
It covers everything from personal speaking skills such as making requests, thanking people, and refusing to formal speaking skills such as speeches, seminars, and interviews. The activities were designed to fit the realities of middle and high schools in Korea and to enable students to understand and practice the principles of speaking skills in a step-by-step, systematic manner and apply and practice them in their daily lives.
Additionally, a detailed lesson flow chart is provided for each class so that teachers can utilize it in actual classes, and points to keep in mind when carrying out activities are also explained in detail.
In particular, this book is designed to cover 34 lessons, but it can be used flexibly, such as conducting one or two lessons independently or reducing the class to 4 to 8 lessons.
For example, activities like "Listening to Your Heart" or "Words That Make My Heart Beat" can lead to other activities while encouraging students to reflect on their listening and speaking habits, while "Expressing Gratitude" is appropriate for the last class of a long-term project or program activity.
After one or two sessions of personal speaking, you can choose one of the formal speaking techniques: 'speech', 'seminar presentation', or 'interview'.
This book will be helpful to all middle and high school teachers, including those who are just starting their first speaking class or those who feel limited by their previous speaking classes and want to take them to the next level.
Speaking classes are like exercise.
Not exercising for a day or two doesn't mean you'll get sick or lose physical strength right away, and conversely, not exercising for a day or two doesn't mean you'll gain muscle and strength right away.
However, after a certain amount of time has passed, changes in body shape and physical strength will begin to show, and changes in health and quality of life will occur.
The same goes for speaking classes.
Little by little, but surely, your life will change.
_From the "Preface"
Why did the speaking class become a ghost?
Is it okay to skip the speaking class?
“If you want to change your words, you have to change your mind.”
One of the most challenging aspects of teaching speaking classes is the difficulty in motivating students.
Neither students nor teachers have much idea about the necessity or legitimacy of speaking classes.
In particular, high school classes are geared towards preparing for the Korean language section of the college entrance exam, and even when a speaking subject appears on the exam, it is often studied without even realizing that it is a speaking subject because it consists of reading and solving problems.
Ghost classes, this is the reality of speaking classes.
However, the author says that the goal of school classes is not necessarily to prepare for college entrance exams.
Another goal that school classes must have is to help students become the masters of their own lives, build healthy relationships with those around them, and develop the ability to live happily.
And he argues that the most direct class that can achieve this goal is a speaking class.
This is because most of the time, communicating and becoming close to others, or hurting or being hurt in relationships, comes from words.
This is also the reason why this book, “34 Lessons of Speaking Skills for Middle and High School Teachers,” does not stop at “speaking skills” that teach tips and skills for dealing with problematic situations, but rather emphasizes “speaking skills” that focus on the relationship between words and the mind.
The author points out that 'speech comes from the heart' as a principle of speaking that students should know and practice in speaking classes.
The process of studying and practicing the principles of speaking, which are to see the heart through words and change words by changing the heart, is called speaking class.
In fact, when I teach speaking skills based on the activities in this book, students are surprised and say, "I can't believe how different my mood is just by changing the words I always use without thinking about them from a different perspective!" and they say it was a happy time that warmed their hearts and provided them with healing.
It will be a joyful experience for teachers to see their students' minds grow and psychological healing take place as they teach.
The principle of speaking that students should know and practice in speaking classes is that 'speech comes from the heart.'
〔… … 〕 This is a speaking class that involves studying and practicing step-by-step the principles of speaking that allow you to see your heart through words and change your words by changing your heart.
If you put into practice what you learned in speaking class in your daily life, the purpose of speaking class will be achieved naturally.
_In "Chapter 1: Defending Speaking Classes"
From organizing basic theories such as principles of speaking and characteristics of speaking
Includes actual class guides, activity sheets, and vivid on-site reviews from students and teachers.
『34 Lessons of Speaking Skills for Middle and High School Teachers』 is a book that began five years ago when the author was feeling lost and thirsty while teaching speaking skills classes.
Feeling disappointed with textbooks that consisted only of basic theories, guidelines, and fragmented activities, the author outlined the entire semester's learning unit, then drew upon all the books, workbooks, workshop materials, and activity experiences related to "Nonviolent Communication" to create and refine each lesson's activities and activity sheets.
This book is the result of accumulated efforts to date, and includes basic theories such as the principles of speaking and the characteristics of speaking, as well as guidance on the flow of actual classes and activity sheets, as well as the vivid voices of students who participated in the classes and teachers who observed them.
This book is largely divided into two parts.
Part 1, "The Foundation of Conversational Language Classes," examines the unfortunate reality of schools where conversational language classes, which are crucial for everyday life, are being neglected in favor of college entrance exams. It also explores why conversational language classes are necessary and the principles that can lead to freedom and happiness through them (Chapter 1: Defending Conversational Language Classes).
In addition, after summarizing the characteristics of speaking as presence, dynamism, and creativity (Chapter 2 Characteristics of Speaking), the conditions for successful speaking classes were systematically organized (Chapter 3 Conditions for Speaking Classes).
In Part 2, ‘The Field of Speaking Classes,’ speaking is broadly divided into two areas: ‘personal speaking’ and ‘formal speaking.’
Chapter 2, 'Personal Communication (Empathetic Communication) Class' is a class that adapts Dr. Marshall Rosenberg's nonviolent communication to the realities of Korean middle and high schools.
Starting with listening classes, which are the basics of language activities, we learn about the importance of empathy and communication (「1.
(Listening to the Heart) What is the difference between ‘observation’ and ‘evaluation’ (「5.
Observation and Evaluation”), what is the difference between ‘request’ and ‘compulsion’ (「8.
By distinguishing between “request” and “coercion,” we learn the basic elements of empathetic conversation.
In the step of naturally applying this to actual speaking, we learn and practice the 'empathetic conversation speaking/listening (asking) model' of speaking and listening with 'observation + feeling + wish + request' (「9.
Empathy Conversation Speaking Model」 「10.
(Listening to Empathy Dialogue [Asking] Model)
Chapter 3, "Formal Speaking Class," covers three areas: public speaking, seminar presentations, and interviews, based on actual class materials.
Through storytelling activities, you can create a concrete story about your future and write an impressive speech (「1.
Storytelling Speaking Class"), you can find your autonomy and identity through 20 questions and 20 answers and practice interviews based on this (「3.
Interview Practice").
Even formal speech such as speeches, seminars, and interviews
Korea's first teacher's guide to speaking skills
As any teacher would know, there is a section on speaking in the subjects of 'Korean Language' and 'Speaking and Writing'.
But I rarely teach, or if I do, I do it while reading.
Current Korean conversation classes, where you learn to speak without speaking, are like learning to play soccer without kicking the ball.
Meanwhile, teachers who try to teach speaking skills properly quickly hit a wall.
This is because textbooks only present fragmentary theories, making systematic learning difficult, and there are no practical programs suitable for students to practice with.
『34 Lessons of Speaking Classes for Middle and High School Teachers』, published by Munhak-kwa-Jiseongsa, is the first speaking class book to be published in Korea. The author, who has been researching debate and speaking skills for over 30 years as a teacher and has provided training on classes at education offices across the country, has compiled his experiences and knowledge into this book for teachers who wish to conduct speaking classes as a student activity.
It covers everything from personal speaking skills such as making requests, thanking people, and refusing to formal speaking skills such as speeches, seminars, and interviews. The activities were designed to fit the realities of middle and high schools in Korea and to enable students to understand and practice the principles of speaking skills in a step-by-step, systematic manner and apply and practice them in their daily lives.
Additionally, a detailed lesson flow chart is provided for each class so that teachers can utilize it in actual classes, and points to keep in mind when carrying out activities are also explained in detail.
In particular, this book is designed to cover 34 lessons, but it can be used flexibly, such as conducting one or two lessons independently or reducing the class to 4 to 8 lessons.
For example, activities like "Listening to Your Heart" or "Words That Make My Heart Beat" can lead to other activities while encouraging students to reflect on their listening and speaking habits, while "Expressing Gratitude" is appropriate for the last class of a long-term project or program activity.
After one or two sessions of personal speaking, you can choose one of the formal speaking techniques: 'speech', 'seminar presentation', or 'interview'.
This book will be helpful to all middle and high school teachers, including those who are just starting their first speaking class or those who feel limited by their previous speaking classes and want to take them to the next level.
Speaking classes are like exercise.
Not exercising for a day or two doesn't mean you'll get sick or lose physical strength right away, and conversely, not exercising for a day or two doesn't mean you'll gain muscle and strength right away.
However, after a certain amount of time has passed, changes in body shape and physical strength will begin to show, and changes in health and quality of life will occur.
The same goes for speaking classes.
Little by little, but surely, your life will change.
_From the "Preface"
Why did the speaking class become a ghost?
Is it okay to skip the speaking class?
“If you want to change your words, you have to change your mind.”
One of the most challenging aspects of teaching speaking classes is the difficulty in motivating students.
Neither students nor teachers have much idea about the necessity or legitimacy of speaking classes.
In particular, high school classes are geared towards preparing for the Korean language section of the college entrance exam, and even when a speaking subject appears on the exam, it is often studied without even realizing that it is a speaking subject because it consists of reading and solving problems.
Ghost classes, this is the reality of speaking classes.
However, the author says that the goal of school classes is not necessarily to prepare for college entrance exams.
Another goal that school classes must have is to help students become the masters of their own lives, build healthy relationships with those around them, and develop the ability to live happily.
And he argues that the most direct class that can achieve this goal is a speaking class.
This is because most of the time, communicating and becoming close to others, or hurting or being hurt in relationships, comes from words.
This is also the reason why this book, “34 Lessons of Speaking Skills for Middle and High School Teachers,” does not stop at “speaking skills” that teach tips and skills for dealing with problematic situations, but rather emphasizes “speaking skills” that focus on the relationship between words and the mind.
The author points out that 'speech comes from the heart' as a principle of speaking that students should know and practice in speaking classes.
The process of studying and practicing the principles of speaking, which are to see the heart through words and change words by changing the heart, is called speaking class.
In fact, when I teach speaking skills based on the activities in this book, students are surprised and say, "I can't believe how different my mood is just by changing the words I always use without thinking about them from a different perspective!" and they say it was a happy time that warmed their hearts and provided them with healing.
It will be a joyful experience for teachers to see their students' minds grow and psychological healing take place as they teach.
The principle of speaking that students should know and practice in speaking classes is that 'speech comes from the heart.'
〔… … 〕 This is a speaking class that involves studying and practicing step-by-step the principles of speaking that allow you to see your heart through words and change your words by changing your heart.
If you put into practice what you learned in speaking class in your daily life, the purpose of speaking class will be achieved naturally.
_In "Chapter 1: Defending Speaking Classes"
From organizing basic theories such as principles of speaking and characteristics of speaking
Includes actual class guides, activity sheets, and vivid on-site reviews from students and teachers.
『34 Lessons of Speaking Skills for Middle and High School Teachers』 is a book that began five years ago when the author was feeling lost and thirsty while teaching speaking skills classes.
Feeling disappointed with textbooks that consisted only of basic theories, guidelines, and fragmented activities, the author outlined the entire semester's learning unit, then drew upon all the books, workbooks, workshop materials, and activity experiences related to "Nonviolent Communication" to create and refine each lesson's activities and activity sheets.
This book is the result of accumulated efforts to date, and includes basic theories such as the principles of speaking and the characteristics of speaking, as well as guidance on the flow of actual classes and activity sheets, as well as the vivid voices of students who participated in the classes and teachers who observed them.
This book is largely divided into two parts.
Part 1, "The Foundation of Conversational Language Classes," examines the unfortunate reality of schools where conversational language classes, which are crucial for everyday life, are being neglected in favor of college entrance exams. It also explores why conversational language classes are necessary and the principles that can lead to freedom and happiness through them (Chapter 1: Defending Conversational Language Classes).
In addition, after summarizing the characteristics of speaking as presence, dynamism, and creativity (Chapter 2 Characteristics of Speaking), the conditions for successful speaking classes were systematically organized (Chapter 3 Conditions for Speaking Classes).
In Part 2, ‘The Field of Speaking Classes,’ speaking is broadly divided into two areas: ‘personal speaking’ and ‘formal speaking.’
Chapter 2, 'Personal Communication (Empathetic Communication) Class' is a class that adapts Dr. Marshall Rosenberg's nonviolent communication to the realities of Korean middle and high schools.
Starting with listening classes, which are the basics of language activities, we learn about the importance of empathy and communication (「1.
(Listening to the Heart) What is the difference between ‘observation’ and ‘evaluation’ (「5.
Observation and Evaluation”), what is the difference between ‘request’ and ‘compulsion’ (「8.
By distinguishing between “request” and “coercion,” we learn the basic elements of empathetic conversation.
In the step of naturally applying this to actual speaking, we learn and practice the 'empathetic conversation speaking/listening (asking) model' of speaking and listening with 'observation + feeling + wish + request' (「9.
Empathy Conversation Speaking Model」 「10.
(Listening to Empathy Dialogue [Asking] Model)
Chapter 3, "Formal Speaking Class," covers three areas: public speaking, seminar presentations, and interviews, based on actual class materials.
Through storytelling activities, you can create a concrete story about your future and write an impressive speech (「1.
Storytelling Speaking Class"), you can find your autonomy and identity through 20 questions and 20 answers and practice interviews based on this (「3.
Interview Practice").
GOODS SPECIFICS
- Date of issue: March 13, 2020
- Page count, weight, size: 360 pages | 530g | 152*225*30mm
- ISBN13: 9788932036168
- ISBN10: 8932036160
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