A Message from the President

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A Message from the President
Lesson Objective The Power of Language
Lesson Focus Structure
2
Starter

• Write down all the reasons there are to start a
  new paragraph.

Paragraphs
3
Introduction

• The structure of a text is the way in which it is
  put together in sections. The most obvious way in
  which to structure a written speech is in
  paragraphs.

Task Write down appropriate topic headings for
each of the six Paragraphs in the extract from
Bill Clintons speech.
For example the first one might be
Terrorism through
history.
4
Paragraph 1 - Terrorism throughout history

• First, terror. The deliberate killing of
  non-combatants has a very long history. No
  region of the world has been spared it and very
  few people have clean hands. In 1095, Pope Urban
  II urged the Christian soldiers to embark on the
  first crusade to capture Jerusalem for Christ.
  Well, they did it, and the very first thing they
  did was to burn a synagogue with three hundred
  Jews they then proceeded to murder every Muslim
  woman and child on the Temple Mount in a travesty
  that is still being discussed today in the Middle
  East. Down through the millennium, innocents
  continued to die, more in the twentieth century
  than in any previous period. In my own country,
  weve come a very, very long way since the days
  when African slaves and native Americans could be
  terrorised or killed with impunity, but still we
  have the occasional act of brutality or even
  death because of someones race or religion or
  sexual orientation. This has a long history.

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Paragraph 2 -

• Second, no terrorist campaign apart from
  conventional military strategy has ever
  succeeded. Indeed the purpose of terrorism is
  not military victory, it is to terrorise, to
  change your behaviour if youre the victim by
  making you afraid of today, afraid of tomorrow
  and, in diverse societies like ours, afraid of
  each other. Therefore, by definition, a terror
  campaign cannot succeed unless we become it
  accomplices and, out of fear, give in.

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Paragraph 3 -

• The third point I want to make is that what
  makes this terror at the moment particularly
  frightening, I think, is the combination of
  universal vulnerability and powerful weapons of
  destruction Now, in any new area of conflict,
  offensive action always prevails in the
  beginning. Ever since the first person walked
  out of a cave millennia ago with a club in his
  hand, and began beating people into submission,
  offensive action prevails. Then after a time,
  someone figured out, well, I could put two sticks
  together and stretch an animal skin over it and I
  would have a shield, and the club wouldnt work
  on me any more. All the way through to the
  present day, that has been the history of combat
  first the club, then the shield first the
  offence, then defence thats why civilisation
  has survived all this time even in the nuclear
  age. So it is frightening now because we are in
  the gap, and the more dangerous the weapons, the
  more important it is to close quickly the gap
  between offensive action and the construction of
  an effective defence

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Paragraph 4 -

• Were gonna win this fight then what?
  The reason September 11th happened and it was
  shocking to Americans, because it happened on our
  soil is that we have built a world where we
  tore down barriers, collapsed distances and
  spread information. And the UK and America have
  benefited richly look at how our economies have
  performed, look at how our societies have
  diversified, look at the advances we have made in
  technology and science. This new world has been
  good to us but you cant gain the benefits of a
  world without walls being more vulnerable.
  September 11th was the dark side of this new age
  of global independence. If you dont want to put
  those walls back up and I dont think you do,
  and we probably couldnt if we tried and if you
  dont want to live with barbed wire around your
  children and grandchildren for the next hundred
  years, then its not enough to defeat the
  terrorist. We have to make a world where there
  are far fewer terrorists, where there are fewer
  potential terrorists and more partners. And that
  responsibility falls primarily upon the wealthy
  nations, to spread the benefits and shrink the
  burdens

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Paragraph 5 -

• But what are the burdens of the twenty-first
  century? They are also formidable. Global
  poverty half the people on Earth are not part
  of that new economy I talked about. Think about
  this when you go home tonight. Half the people
  on Earth live on less than two dollars a day. A
  billion people go to bed hungry every night and a
  billion and a half one quarter of the people on
  Earth never get a clean glass of water. One
  woman dies every minute in childbirth. So you
  could say dont tell me about the global
  economy half the people arent part of it what
  kind of economy leaves half the people behind?

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Paragraph 6 -

• So we now live in a world without walls
  that we have worked hard to make. We have
  benefits, we have burdens we have to spread the
  benefits and shrink the burdens.

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Development

• What are the four or five main points that
  Clinton makes in the paragraph beginning First
  Terror? Write them down, in note form, in your
  own words. The first one might be There have
  always been civilian casualties in wars through
  the ages.

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First Terror

• First, terror. The deliberate killing of
  non-combatants has a very long history. No
  region of the world has been spared it and very
  few people have clean hands. In 1095, Pope Urban
  II urged the Christian soldiers to embark on the
  first crusade to capture Jerusalem for Christ.
  Well, they did it, and the very first thing they
  did was to burn a synagogue with three hundred
  Jews they then proceeded to murder every Muslim
  woman and child on the Temple Mount in a travesty
  that is still being discussed today in the Middle
  East. Down through the millennium, innocents
  continued to die, more in the twentieth century
  than in any previous period. In my own country,
  weve come a very, very long way since the days
  when African slaves and native Americans could be
  terrorised or killed with impunity, but still we
  have the occasional act of brutality or even
  death because of someones race or religion or
  sexual orientation. This has a long history

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First Terror Main Points

• 1.
• 2.
• 3.
• 4.
• 5.

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Plenary

• In small groups, read through your First
  Terror Main Points. Look for any differences
  between peoples interpretations and come up with
  a unified list.

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A Message from the President Lesson 2Lesson
Focus The Power of LanguageLesson Objective
Sentences
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Starter

• Types of sentences

List as many different types of sentences as
possible and write down the effect they could
create.
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Clinton and Lincoln
Introduction

• Both Clinton and Lincoln open each of their
  longer paragraphs with punchy sentences. For
  example, Clinton opens one paragraphs with But
  what are the burdens of the twenty-first century?
• Pick one example (from either speech) and
  write down two or three sentences to explain why
  it is particularly effective.

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But what are the burdens of the twenty-first
century?

• How does it grab the listeners attention?
• What is special about the language?
• What point does it make?
• How does it help to introduce the paragraphs
  main topic?

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Tense is the name given to the form of the verb
which shows when something happens the past, the
present or the future.
Development

• One idea that unites both speeches is that
  of the violent past, the troubled present and the
  hoped-for future.
• Task
• In pairs, look at the three paragraphs of
  Abraham Lincolns speech. Discuss what you
  notice about the three different tenses of the
  following main verbs

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Our fathers brought forth

• Fourscore and seven years ago our fathers
  brought forth on this continent a new nation,
  conceived in liberty, and dedicated to the
  proposition that all men are created equal.

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Now we are engaged

• Now we are engaged in a great civil was,
  testing whether that nation, or any other nation
  so conceived, can long endure. We are met on a
  great battlefield of that war. We have come to
  dedicate a portion of that field as a final
  resting place for those who here gave their lives
  that that nation might live. It is altogether
  fitting and proper that we should do this.

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Government of the people, by the people, for the
people, shall not perish from the earth.

• But, in a larger sense, we cannot dedicate
  we cannot consecrate we cannot hallow this
  ground. The brave men, living and dead, who
  struggled here have consecrated it far above our
  poor power to add or detract. The world will
  little note nor long remember what we say here,
  but it can never forget what they did here. It
  is for us, the living, rather, to be dedicated
  here to the unfinished work which they who fought
  here have thus far so nobly advanced. It is
  rather for us here to be dedicated to the great
  task remaining before us that from these
  honored dead we take increased devotion to that
  cause for which they gave the last full measure
  of devotion that we here highly resolve that
  these dead shall not have died in vain that this
  nation, under God, shall have a new birth of
  freedom and that government of the people, by
  the people, for the people, shall not perish from
  the earth.

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Now look at these quotation from Clintons
speech. Again decide which tense each of the
verbs is in and compare the arrangement of these
tenses with those in the Gettysburg Address.
Extension / Homework

• Paragraph 1 they proceeded to murder
• Paragraph 3 what makes this terror at the
  moment particularly frightening
• Paragraph 4 Were gonna win this fight

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they proceeded to murder

• Paragraph 1 - Terrorism throughout history
• First, terror. The deliberate killing of
  non-combatants has a very long history. No
  region of the world has been spared it and very
  few people have clean hands. In 1095, Pope Urban
  II urged the Christian soldiers to embark on the
  first crusade to capture Jerusalem for Christ.
  Well, they did it, and the very first thing they
  did was to burn a synagogue with three hundred
  Jews they then proceeded to murder every Muslim
  woman and child on the Temple Mount in a travesty
  that is still being discussed today in the Middle
  East. Down through the millennium, innocents
  continued to die, more in the twentieth century
  than in any previous period. In my own country,
  weve come a very, very long way since the days
  when African slaves and native Americans could be
  terrorised or killed with impunity, but still we
  have the occasional act of brutality or even
  death because of someones race or religion or
  sexual orientation. This has a long history.

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What makes this terror at the moment particularly
frightening

• Paragraph 3 -
• The third point I want to make is that what
  makes this terror at the moment particularly
  frightening, I think, is the combination of
  universal vulnerability and powerful weapons of
  destruction Now, in any new area of conflict,
  offensive action always prevails in the
  beginning. Ever since the first person walked
  out of a cave millennia ago with a club in his
  hand, and began beating people into submission,
  offensive action prevails. Then after a time,
  someone figured out, well, I could put two sticks
  together and stretch an animal skin over it and I
  would have a shield, and the club wouldnt work
  on me any more. All the way through to the
  present day, that has been the history of combat
  first the club, then the shield first the
  offence, then defence thats why civilisation
  has survived all this time even in the nuclear
  age. So it is frightening now because we are in
  the gap, and the more dangerous the weapons, the
  more important it is to close quickly the gap
  between offensive action and the construction of
  an effective defence

25
Were gonna win this fight

• Paragraph 4 -
• Were gonna win this fight then what? The
  reason September 11th happened and it was
  shocking to Americans, because it happened on our
  soil is that we have built a world where we
  tore down barriers, collapsed distances and
  spread information. And the UK and America have
  benefited richly look at how our economies have
  performed, look at how our societies have
  diversified, look at the advances we have made in
  technology and science. This new world has been
  good to us but you cant gain the benefits of a
  world without walls being more vulnerable.
  September 11th was the dark side of this new age
  of global independence. If you dont want to put
  those walls back up and I dont think you do,
  and we probably couldnt if we tried and if you
  dont want to live with barbed wire around your
  children and grandchildren for the next hundred
  years, then its not enough to defeat the
  terrorist. We have to make a world where there
  are far fewer terrorists, where there are fewer
  potential terrorists and more partners. And that
  responsibility falls primarily upon the wealthy
  nations, to spread the benefits and shrink the
  burdens

26
A Message from the President Lesson 3Lesson
Focus- Language in ContextLesson Objective The
Language of Speeches
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Starter

• Speakers aim for particular effects when they
  are composing important speeches. These effects
  are achieved through the use of rhetorical
  language.
• Rhetorical language includes structures such as
  lists and repetition.
• Task
• Look through the Lincoln speech and note down
  any use of rhetorical language.

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Introduction

• Three-part lists
• One structure which has been popular with public
  speakers for centuries is the three-part (point)
  list.
• Three-part lists are frequently used in everyday
  speech (lock, stock and barrel Tom, Dick and
  Harry) but they can be very effective in formal
  situations such as speeches.
• Task
• Find the three-part lists in the second and
  fourth paragraphs of Bill Clintons speech.
  Write a sentence or two about each one,
  commenting on the ways in which they help to get
  across the important points in the paragraph.

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Gettysburg Address
Development

• Abraham Lincolns Gettysburg Address concludes
  with one of the most famous of all three-part
  lists government of the people, by the people,
  for the people
• Task
• Find the three-part list at the opening of
  Lincolns third paragraph. Write down in your
  own words the point that Lincoln is getting
  across and explain how it is developed in the
  sentences which follow.

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Plenary

• In groups of three or four, write up the
  three-part lists you have found in Lincolns
  speech. Write up your explanation of the point
  Lincoln is trying to get across and how it is
  developed in the sentence that follows. Put all
  work on OHT, vote on a spokes person, then
  present to the class.

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A Message from the President Lesson 4Lesson
Focus- Language in ContextLesson Objective The
Language of Speeches
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Starter

Match the words with their definition.
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Introduction

• Repetition Speech-markers can achieve some very
  powerful effects from repetition think of
  Winston Churchills famous wartime declaration in
  1940 we shall fight on the beaches we shall
  fight on the landing grounds we shall fight in
  the fields and in the streets we shall fight in
  the hills we shall never surrender.

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Repetition

• Find three examples of repetition in each
  speech.
• In pairs, discuss which of the repetitions you
  find most, and least effective, explaining why.
  Think about the point that the speaker is
  attempting to get across with each example and
  its purpose within the argument as a whole.

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The Language of Argument
Development

• Speakers who hope to get across a strong
  argument or message pay close attention to
  language. They choose particular language
  features to serve different purposes.
• The following grid lists some of the language
  and content features used by Lincoln and Clinton
  to get their point across. Each feature serves a
  particular purpose. Copy the grid and then
  complete it by filling in the empty boxes with
  examples. Two have been filled in to start you
  off. (You are asked to find examples from both
  speeches. For the first feature, for example,
  find two from Lincoln and two from Clinton.)

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(No Transcript)
37
Plenary

• Peer mark the grid completed on both of the
  speeches. Make sure the feature, purpose and
  example all make sense. Give one mark for each
  purpose and example given. Total mark out of 10.

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A Message from the President Lesson 5Lesson
Focus Writing to ArgueLesson Objective
Composing a speech
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Starter

• Summarising the main points
• Read the first three paragraphs of Bill
  Clintons speech again. Summarise the main
  points he makes about the three issues facing the
  modern world.
• Use your own words as far as possible.

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Introduction

• Summarising the main points
• Read paragraphs 2 and 3 of Bill Clintons speech
  again. Summarise the main points he makes about
  the three issues facing the modern world.
• Use your own words as far as possible.

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Planning and drafting Use these points in order
to make your preparatory notes

• Three issues facing the modern world.
• Look at
• the history of terrorism (paragraph 1)
• the purpose of terrorism (paragraph 2)
• terrorism at the moment (paragraph 3)
• You could start
• Bill Clinton begins by making the point that
  there is nothing new about terrorism

42
DevelopmentExamining the speakers language

• Reread Abraham Lincolns Gettysburg Address and
  paragraphs 4, 5 and 6 of Bill Clintons speech.
• Explain
• What has to be done, in each speakers opinion,
  to make the world a better place
• How the speakers use language to get their
  argument across.

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DevelopmentPlanning and drafting

• The task asks you to look at two features of the
  texts content and language.
• As you make notes on the language, list examples
  like this
• Examples of repetition in the two speeches
• Abraham Lincoln (all from paragraph 3)
• What we say here What they did here
• It is for us, the living, rather, to be It is
  rather for us here to be
• devotion devotion
• shall not have died Shall not perish
• Bill Clinton
• look at (paragraph 4)
• half the people (paragraph 5)
• benefits burdens (paragraph 6)
• Use the writing frame provided as a guide

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(No Transcript)
45
A Message from the President Lesson 6Lesson
Focus Writing to ArgueLesson Objective
Composing a Speech
46
Starter
Mindmap issues which are important to you
Pain
Fighting due to colour
Racism
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IntroductionComposing your own speech

• Compose your own speech on an issue which
  interests you. Choose your own structure or
  follow the example of Lincoln and Clinton look
  back to a difficult past, a troubled present, and
  make recommendations for a better future.
• This could be on a major global issue (such as
  the mistreatment of animals or the problem of
  drugs), or a question which affects your local
  community (such as racism or street crime).

48
Development

• Write topic sentences for each of your
  paragraphs. Make sure you work on the order you
  want the information presented.

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A Message from the President Lesson 7Lesson
Focus Writing to ArgueLesson Objective
Composing a Speech
50
Starter

• Draw a spider graph for each of you paragraphs

Topic sentence Poached, pursued and put to
death. Life for some animals is cruel and unkind.
Anti-fur

51
Introduction

• Change your bullet points into paragraphs for
  you speech.

52
Development

• Work on own article. Make sure you use and
  focus on the following devices
• Structure
• Tense
• Three-part lists
• Repetition
• Powerful conclusions to paragraphs
• Examples from recorded history
• Parallels with human kinds earlier history
• Striking images
• statistics

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A Message from the President Lesson 8Lesson
Focus Writing to ArgueLesson Objective
Composing a Speech
54
Starter

• Match the following words with their definition.

55
IntroductionSpeaking and Listening Assessment
Criteria

• C
• 31-36 Marks
•           Candidates speak with fluency and make
  significant contributions to talk in a variety of
  different contexts.
•         They listen closely and sympathetically,
  responding as appropriate.
•          They show a competent use of standard
  English vocabulary and grammar. Use varied and
  appropriate vocabulary and expression
• Maintain clarity in overall organisation
• Answer questions using relevant and
  effective detail.
• 
  B
• 37-42 Marks
•           Candidates speak purposefully in a
  range of contexts.
•           They manage the contributions of
  others.
•           Listen with some sensitivity and
  respond accordingly.
•           They show an effective use of standard
  English vocabulary and grammar.
• Use a flexible range of vocabulary and
  grammatical structures to convey meaning,
  including inferential aspects.
• Manage challenging subject matter
  effectively
• Respond to questions or comments in
  an apt and well-considered way.

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IntroductionSpeaking and Listening

• B
• 37-42 Marks
•           Candidates speak purposefully in a
  range of contexts.
•           They manage the contributions of
  others.
•           Listen with some sensitivity and
  respond accordingly.
•           They show an effective use of standard
  English vocabulary and grammar.
• Use a flexible range of vocabulary and
  grammatical structures to convey meaning,
  including inferential aspects.
• Manage challenging subject matter
  effectively
• Respond to questions or comments in
  an apt and well-considered way.
• A
• 43-48
• Marks
•           Candidates initiate speech and take a
  leading part in discussion, responding in detail
  to others ideas.
•           They listen and respond to a range of
  complex speech.
•           They show an assured use of standard
  English vocabulary and grammar for a variety of
  purposes.
• Show cogency and explicit depth of
  detail when required
• Use a range of highly developed
  vocabulary to suit a variety of purposes and
  processes
• Respond to questions in a way which
  is precisely matched to context.

57
Introduction Speaking and Listening

• A
• 43-48
• Marks
•           Candidates initiate speech and take a
  leading part in discussion, responding in detail
  to others ideas.
•           They listen and respond to a range of
  complex speech.
•           They show an assured use of standard
  English vocabulary and grammar for a variety of
  purposes.
• Show cogency and explicit depth of
  detail when required
• Use a range of highly developed
  vocabulary to suit a variety of purposes and
  processes
• Respond to questions in a way which
  is precisely matched to context.
• A
• 49-54
• Marks
•           Candidates show an exceptionally high
  ability in handling a wide range of roles.
•           They listen perceptively to a range of
  complex speech.
•           They are sensitive in their choice of
  speech style and their use of standard English
  vocabulary and grammar is mature and assured.
• Show originality and flair in the
  use of vocabulary, intonation, expression and
  gesture
• Express ideas with subtlety
• Show inventive organisation of
  material
• Respond to points with authority

58
Development

• Whilst other students are completing their
  speaking an listening speech, you are to complete
  the peer assessment sheets given out. Make sure
  you write a brief comment for each student at the
  bottom in the space supplied.

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Peer Assessment Sheet Speaking and Listening
Peer Assessment Sheet Speaking and Listening
Student Name
Student Name

• The student
• Spoke fluently and clearly
• Used standard English
• Used a variety of words
• Made eye contact with the audience
• Used appropriate body language
• Varied their tone and pitch
• Code
• 1 excellent 2 very good 3 good
• 4 needs improvement 5 poor
• Comment

• The student
• Spoke fluently and clearly
• Used standard English
• Used a variety of words
• Made eye contact with the audience
• Used appropriate body language
• Varied their tone and pitch
• Code
• 1 excellent 2 very good 3 good
• 4 needs improvement 5 poor
• Comment