Language Arts · Grade 6 · Oral Communication · Term 3

Speaking to an Audience

Discover how to adjust your speaking style, vocabulary, and tone to suit your purpose and connect with your specific audience. Whether you are informing, persuading, or entertaining, learn to make your message count.

TL;DR:Help your students find their voice and learn that how they say something is just as important as what they say. This topic moves beyond basic presentation skills to explore the art of adapting one's message for maximum impact.

• Ontario Curriculum Expectations
• Ontario Language Curriculum, Grade 6: Oral Communication - Speaking to Communicate

About This Topic

This topic, 'Speaking to an Audience,' aligns with Canadian provincial language arts curricula for Grade 6, which emphasize the development of effective oral communication skills. Students at this level are moving beyond basic presentation skills to a more nuanced understanding of how communication is shaped by context. The curriculum expectations in provinces like Ontario, British Columbia, and Alberta require students to identify and adapt their speaking strategies for various audiences and purposes. This topic directly addresses these outcomes by focusing on the conscious choices speakers make regarding vocabulary (diction), tone, pace, and non-verbal cues.

By exploring how to inform, persuade, and entertain, students develop critical thinking and empathy as they learn to consider their listener's perspective. This unit provides a foundational understanding of rhetoric and communication that is essential for academic success in intermediate and secondary school, as well as for active civic participation. It also offers an opportunity to connect with Canadian contexts, such as analyzing speeches by Canadian figures or exploring the rich oral storytelling traditions of Indigenous Peoples in Canada, where the relationship between speaker, story, and audience is paramount.

Key Questions

1. Explain how you would change your language and tone when explaining a concept to a younger child versus a teacher.
2. Analyze the elements that make a speaker's introduction effective in capturing an audience's attention.
3. Compare the language used in a formal speech to the language used in a casual conversation with a friend.

Learning Objectives

• Differentiate between formal and informal language in various speaking contexts.
• Analyze how a speaker's purpose (e.g., to inform, persuade, entertain) influences their delivery.
• Adapt vocabulary, tone, and non-verbal cues to effectively communicate with a specific audience.
• Plan and deliver a short oral presentation for a defined purpose and audience.
• Provide constructive feedback to peers on their oral communication skills.

Key Vocabulary

Audience	The person or group of people that a speaker is addressing.
Tone	The speaker's attitude toward the subject or audience, conveyed through their voice's pitch, volume, and intonation.
Purpose	The main reason for speaking, such as to inform, to persuade, or to entertain.
Diction	The choice of words and phrases a speaker uses to convey their message.
Non-verbal Cues	Communication without words, including gestures, facial expressions, posture, and eye contact.

Watch Out for These Misconceptions

Common Misconception

Good public speaking just means talking loudly and not mumbling.

What to Teach Instead

While clarity and volume are important, effective speaking is more about connecting with your audience. This involves adapting your tone, pace, vocabulary, and even body language to suit your specific listeners and your purpose.

Common Misconception

To sound smart, I should use the biggest and most complicated words I know.

What to Teach Instead

The best words are the ones your audience can easily understand. Using language that is too complex can confuse or alienate your listeners, which means your message won't be effective. Clear and precise language is always better than complicated jargon.

Common Misconception

There is only one correct way to give a speech.

What to Teach Instead

Different situations require different speaking styles. A formal, prepared speech for a school assembly is very different from an informal, entertaining story told to friends, and both can be powerful and effective in the right context.

Active Learning Ideas

Role Play

Audience Switch-Up

In pairs, students receive a simple topic, like 'how to build a snowman,' and must prepare a one-minute explanation for three different audiences: a five-year-old, a classmate, and the school principal. They then present their different versions to another pair, focusing on how their language, tone, and complexity changed for each listener.

45 min·Pairs

Role Play

Persuasion Challenge

In small groups, students invent a new school club and create a 90-second persuasive pitch to convince their classmates to join. They must clearly state their purpose and consider what would motivate their peers, using persuasive language and an engaging tone.

60 min·Small Groups

Role Play

Speech Detectives

Show the class short, varied video clips of speakers, such as a news report, a movie monologue, and a nature documentary narration. As a whole class, analyze each clip, discussing the speaker's purpose, intended audience, and the specific techniques used to achieve their goal.

30 min·Whole Class

Real-World Connections

• Presenting a group project to the class or at a school science fair.
• Explaining the rules of a game to a younger sibling or cousin.
• Persuading a parent or guardian about an idea, like getting a pet or a later bedtime.
• Giving a short speech or 'toast' at a family celebration like a birthday.
• Participating in a student council meeting to voice an opinion on a school issue.

Assessment Ideas

Exit Ticket

Use an 'exit ticket' where students must describe in two sentences how they would explain a favourite hobby to a senior citizen versus a close friend.

Quick Check

Students prepare and deliver a 2-3 minute 'book talk' designed to persuade their classmates to read a book they enjoyed. Assessment is based on a rubric evaluating clarity, persuasive techniques, and engagement with the audience.

Peer Assessment

Following a presentation, students complete a brief reflection, identifying one aspect of their speaking they were proud of and one goal for their next public speaking opportunity.

Frequently Asked Questions

What if I get nervous and forget what I'm supposed to say?

Feeling nervous is completely normal. To help, practise your speech several times, use cue cards with key points instead of a full script, and take a few deep breaths before you begin. Remember, your classmates and teacher are a supportive audience.

How do I know if the audience is actually listening to me?

Pay attention to their non-verbal cues. Are people making eye contact and nodding, or are they looking around or fidgeting? If you feel you're losing their attention, you can try changing your volume, asking a question, or moving to a different spot.

Why can't I just talk the same way to my teacher as I do to my friends?

Adjusting your language shows respect for the situation and the person you're speaking to. This is called code-switching. Using more formal language with a teacher demonstrates that you understand the school environment, just as using casual language with friends shows your comfort and closeness.