Speaking to the brief, fielding questions

English · Speaking & Listening · ages 15-16

Name ______________________ Date ____________

Your talk proposes a safer crossing and explains survey evidence. Which card gives short cues for both parts?
- Safer crossing plan; survey evidence
- Safer crossing plan; opening greeting
- Crossing colour; favourite song; lunch menu
Before choosing what to explain in a talk, which question helps you plan for the audience?
- Which slide effect looks most dramatic
- How to fit every fact into the same talk
- What listeners know and need explained
A brief pause immediately after a key claim can give listeners time to take it in.
Circle one: True False
You propose a school garden. A listener fairly points out that it needs a budget. Your evidence still supports its use for lessons. Which reply addresses both points?
- We need a budget plan; evidence still supports its lesson use.
- Lesson use means the garden needs no budget or cost plan.
- If the garden needs a budget, it cannot have any use in school lessons.
In rehearsal, your main claim sounds no different from the details. What change would help listeners notice it?
- Rush past the claim; pause at a minor detail.
- Slow the claim, stress key words, then pause.
- Keep the same pace and emphasis throughout.
You can change the detail you explain for different audiences while still meeting the same brief.
Circle one: True False
The brief asks for a three-minute proposal with evidence. Your panel likes stories, but a long story would leave no time for evidence. What should you do?
- Keep the long story and drop the evidence to suit the panel's taste.
- Shorten the story so the talk meets the brief and includes evidence.
- Add the long story and run past three minutes to fit every planned detail.
In an imagined complete survey of 30 pupils, 18 support a plan and 12 oppose it. A speaker claims, 'All 30 support it.' A listener cites the 12 objections. Which response fits the evidence?
- Keep the claim: the 18 supporters mean that all 30 pupils support the plan.
- Withdraw every result: the 12 objections mean that nobody supports the plan.
- Revise the claim: 18 support the plan, while 12 oppose it.

Answer key

For grown-ups. Fold this page away before handing over the rest.

Speaking to the brief, fielding questions W1-mt_ykCrDCiVIy-s1

Safer crossing plan; survey evidence · The card 'Safer crossing plan; survey evidence' cues both required parts. The card mentioning an opening greeting omits survey evidence. The colour, song and menu card does not cover both parts.
What listeners know and need explained · Listeners' existing knowledge helps you decide what needs explaining. Slide effects and including every fact do not identify those needs.
True · A pause after the claim leaves a moment to process it before the next detail. It does not guarantee that every listener will understand.
We need a budget plan; evidence still supports its lesson use. · The reply accepts the budget issue while keeping the point that the evidence supports: the garden's use in lessons. A benefit does not remove costs, and costs do not erase the stated benefit.
Slow the claim, stress key words, then pause. · Changing pace and emphasis at the claim distinguishes it from the details. Unchanged delivery preserves the problem; emphasising a minor detail draws attention elsewhere.
True · Different listeners may need different explanations. You can adapt those explanations while preserving the brief's requirements.
Shorten the story so the talk meets the brief and includes evidence. · Shortening the story leaves room for evidence within the limit. Audience preferences do not cancel the brief's content or time requirements.
Revise the claim: 18 support the plan, while 12 oppose it. · The 12 opposing responses contradict 'all 30'. Revising the claim to report 18 supporters and 12 opponents preserves both parts of the evidence.