Purpose: Students learn that people have the ability to control what they say and how they say it.
1. Students analyze two interviews.
Tell students that our words create an impression, so it is important to use words in ways that show respect for ourselves and for the people around us. In a job interview, for example, a prospective employer can learn a lot about you based on what you say and how you say it.
Distribute copies of the “Tell Me about Yourself” activity sheet to each student. Have volunteers act out the roles of the interviewer, candidate 1, and candidate 2, improvising actions as they speak. Ask students to listen carefully to these interviews, thinking about what the candidates say and how they say it.
2. Students distinguish effective speaking from ineffective speaking.
Have students list the strengths and weaknesses of each candidate. Write their responses on the board. (Candidate 1 is fast, strong, and athletic but is boastful and has no related experience. He treats the job lightly and makes promises he may not be able to keep, such as using his bike for deliveries. Candidate 2 is a problem solver—he’s already figured out how to fit the job into his schedule. He also provides examples of comparable work he’s done and skills/knowledge that would make him successful. However, candidate 2 has no direct experience.)
Ask students to tell, by a show of hands, which candidate they would hire for the job. Have a student who supports candidate 2 summarize how this person was able to use words responsibly. (Candidate 2 used words to make a good impression, showing respect for himself and the position. He communicated his interest in and showed that he is qualified for the job.)
Underline the words “responsible speaker” on the board. Ask, “What else does it mean to be a responsible speaker?” Elicit from students that responsible speakers speak not only truthfully, but also respectfully. They use words to make a positive impression. Ask how using words responsibly might benefit candidate 2. (He will probably get the job.)
3. Students recognize the connection between nonverbal communication and effective speaking.
Point out to students that the “Tell Me about Yourself” activity sheet has no stage directions except “lounging across the chair.” Ask them to reread each interview, trying to envision how each candidate might speak or behave as he says the words. Have students provide their own stage directions based on their visualizations. If time permits, allow volunteers to act out the scenes with stage directions.