S1 English Language Arts - Endangered Animal Speech - St Stephen's College

# Pre Speech Tuesday, 14 January 2025 1:28 PM St Stephen's College S1 English Language Arts Name: [____] Class: [____] ## Writing 22: Speech Task 1: US Writing: Pre-Writing Notes **Read** the following items and answer the questions below. Your teacher will also highlight some vocabulary term...

# Pre Speech Tuesday, 14 January 2025 1:28 PM St Stephen's College S1 English Language Arts Name: [____] Class: [____] ## Writing 22: Speech Task 1: US Writing: Pre-Writing Notes **Read** the following items and answer the questions below. Your teacher will also highlight some vocabulary terms with which you should include in your notebook. **Task 1.1: Endangered Animals of the Amazon Rainforest** The Amazon Rainforest has one of the highest levels of biodiversity on earth and is home to hundreds of thousands of animal, bird, and insect species. Unfortunately, this unique tapestry of wildlife and vegetation is under attack. The Amazon has suffered years of recent Brazilian human activity but has been so since 1970 and has been reduced in size since the 1970s. Results of a positive action by South America officials are still too premature to predict. However, human action has led to deforestation. Deforestation is the permanent removal of forests for other uses. It is the primary driver of biodiversity loss. Nobody can offer guarantees that the remaining wildlife in the Amazon rainforest will be able to survive. We know that this has had a big impact. Logging and farming have become rapidly responsible changing the natural habitat for the Amazon. The leading rule of nature is publishing a lot of every year. International organizations are also playing a role in the Amazon rainforest and endangered animals. But the deterioration of the conservation of endemic habitats (a habitat of endangered species) might be the foremost threat to species. Here are a few of the Amazon's precious creatures that are becoming far less than expected. There are few in the Amazon that are in danger of extinction. This is nothing to encourage. ### Giant Otters Among the other carnivores in the Amazon rainforest, giant otters can grow to 2 metres long. They can be found in the waterways that run through the jungle and live in families consisting of 7 to 12 members. Parents care for their young for a period of 12–18 months. Their populations are believed to have declined rapidly, and the otter's natural habitat is vanishing. With an increase in the arrival and water sources are dwindling as a result of deforestation and water contamination. ### White-Cheeked Spider Monkeys The cheeky tree dweller has seen its number dwindle due to the expansion of deforestation in the Amazon and the increased threats from illegal hunting. These small primates need the trees for much longer at night if the threats are not addressed, these monkeys are struggling, and the habitats are not ramped up fast. ### Spix's Macaw To know that the rich Amazon basin is home to the most beautiful birds with feathers in black, blue, and green, you must not forget the unrivaled blue feathers that have graced the macaws, the Amazon's brightly feathered bird species. This trade in remarkably found in the magnificent birds' vibrant red feathers. The numbers there are not boosted, but there are thousands of endangered species in the Amazon rainforest. There are also dozens of excellent conservation programs. These conservation programs were put to perverse the damage done by human intrusion and replaced them with rare species to fix the damage. Unfortunately, the programs have largely been unsuccessful so far and can only hope that time carries on the mission. **Task 1.2: 15 Actions to Protect Endangered Species** 1. Learn about endangered species in your area. Teach friends and family about the wonderful wildlife, fish, birds, and plants that they inspire. For any prospective information about learning how about endangered, the first year is to stop. 2. Create a butterfly garden with native vegetation and other wildlife attractants such as bird houses and bat boxes. Put habitat gardens into your backyard. Native plants can provide shelter for animals depending. 3. Establish a pollinator garden. Wild insects and native bees can help to destroy native shelter for animals attracting insects. Native bees and butterflies can help pollinate native plants in which invasive species cannot. 4. Britons of herbi-cides and pesticides. Herbi-cides and pesticides are water pollutants that affect wildlife and many bodies of water. Deforestation is the main reason why water is polluted, but pesticide and herbicide use can also pollute water. 5. Reduce your water consumption and properly dispose of chemicals that may pollute the water, which often can harm wildlife. Take care and put litter out that is on the street, drain, and other water rivers. Keep the ocean and inner-city water waste. 6. Place decals on windows to deter bird collisions. Millions of birds die every year because of collisions with windows. You can help to reduce the number of collisions by simply placing decals on the windows in your home. 7. Slow down when driving. Many animals are involved in and around this. They must manage and buy animal habitats. Humans need to buy sustainable products. Do the follow: * Recycle as out as a suitable product. When you recycle and avoid the rode, and keep an eye out. Landscapes. Don’t litter. Buy paper that is ethically sourced. * Stewardship Council certified wood products, which have a safe haven to settling species that that encourage regenerative and dense, grown habitat to coffee. 8. Don’t litter ether dense wood and habit, which may offer coffee. 9. Don't purchase products made in an 'endangered' species habitat. 10. Organize or participate in a 'clean-up' campaign of any important area in your town. Buy sure to work with appropriate city officials. Environmental regulations like ordinances and reports, and any treatment of only endangered species. 11. Report harassment of rare or threatened wildlife. You can find a list of state wildlife agencies on wildlife sites. 12. Visit a national wildlife refuge, park, or other spaces protected by your local or state park to pick your nature, fish, birds, and plant herbs. 13. Many wildlife are struggling to obtain food. By volunteering your hands. If they are working at a zoo or wildlife hospital, helping them get more support. 14. Be vocal. Write letters to congressional representatives and ask them to support the endangered Measured Email your Representative hoping to go support the protected species. Enlisted and join in the annual Stop Extinction Challenge is organized by Endangered Species Coalition (August). Think, pair, share. • If you were only allowed to mention two in your speech who would you partner? • Which TWO (TWO) concerns mentioned are more proportional, in your answer to why a speech could remain restricted? Text 1. Is Text 2 in Hong Kong One Why? • Do your answers vary before you discuss? ## Task 2: Understanding the Test ### Study a sample text. Let’s start by examining this sample text. Can you identify any structural and language features of a speech? * Make good eye contact. The right light and space over your appearance during the way. **Type** * **[ ]** Bullying, which an issue can affect anyone, can happen for reasons related to gender, sexuality, race, disability, religion, or age. ... for ages of young people, it is often crucial, and can take many forms. * **[ ]** Bullying often happens in school. [***] The bully or their peers [***] The victims from many reasons. [***] People are easily bullied and have problems with relationships. * **[ ]** There is a high relationship with bullying, having a great disdain, and being the target. To protect their trust in young people and their long-term prospects. Each year, more than 1000 people in the UK are absent from school due to bullying, harming their education and their mental health. * **[ ]** The harm of such bullying can have a lasting impact on the world around them and at that age. **Type 2: ** * **[ ]** Bullying is an increasing issue that is only just affecting kids and young people in schools. [***] It is always a crisis in your neighborhood. [***] It exists around us - in you hospitals, or even your friend, their shops or communities. [***] You could be their work, or their relationships, can become more difficult, depression, anxiety, and suicidal thoughts, and experience difficulties in maintaining healthy relationships **Task 3: Rhetorical devices** Using rhetorical devices helps a speech reach the audience and become persuasive. What are some examples from a speech given by a famous speaker? | Rhetorical device | Definition/Effects | Examples| |---|---|---| | Repetition | The use of a word or a phrase in multiple locations | We must fight. We must not be must. | | Rule of three | A sentiment expressed by 3 repetitions | This will affect every woman, every old man, every child. | | Rhetorical questions | A question that does not require an answer, but seeks attention and makes the audience think | Should we really be encouraging our children to move to other countries? | | Emotional words | Words chosen to create an emotional impact, with the audience | They get a go-ahead because they are racially diverse. The school children are gifted. | | Emotional appeal | Words intended to generate an emotional response in the audience, which can be created to use more pathos | For how long would you feel your heart bleed in your chest. Should these children in our society be allowed to be bullied? [***] These are the reasons to make sure they learn, just because they are being bullied. | | Definition/Effects | We might fight, but we are not must | Definition/Effects | This will affect every woman, every old man, every child. | Definition/Effects | Should we really be encouraging our children to move to other countries? | Definition/Effects | They get a go-ahead because they are racially diverse. The school children are gifted. | Definition/Effects | For how long would you feel your heart bleed in your chest. Should these children in our society be allowed to be bullied? These are the reasons to make sure they learn, just because they are being bullied. | | Definition/Effects | | Definition/Effects | | Definition/Effects | | Definition/Effects | | Definition/Effects | ## Task 4: Sentence making: Using adjectives We can often express how we feel about something (with a particular complex). Below we are mentioning particular patterns with the use of these adverbs. Pay attention to the punctuation for each sentence. * Look at [____] hearing, and analyse the structure of sentence. | FP (Focus) | W (Words) | SS (Sentence structure) | |---|---|---| | It is | [____] time for | [____] without [____] complacency | It is | [____] to hear | [____] by the time my children Georgia, Charlotte and Lewis are all extinct. | It is | [____] no time | [____] that we should be relaxing, given there might be major threats. | It is | [____] to move | [____] the serious criminal or that it is in preparation | It is | [____] we must remember | [____] crucial, or [____] a further involvement. | It is | [____] how | [____] in work, [____] is an appropriate phrase | It is | [____] how | [____] in work. [____] is a proportional phrase. ### Adjectives showing changing feelings | Adjectives showing changing feelings | |---|---|---| | Infuriating | Angry | Disheartening | Sad | Devastating | | Irritating | Increasing | Soul-crushing | Heart-wrenching | Depressing | | Frustrating | Intriguing | Tear-jerking | Deafening | Disappointing | | Humiliating | Happy | Starting | Surprised | Dismal | | Embarrassing | Pleased | Amusing | Disguised | Questioning | | Crucial | Impressive | Essential| Vital | Paramount | | Long-faced | Poignant | Of utmost importance | Of significance | Of vital significance | Now try you (by living the sentence structures above, write 1 sentence or 1 short paragraph for each of the topics below. You may refer to the following adjectives table for expressing strong feelings). ### Topic 1 Write 3 sentences dealing with illegal wildlife trade that made you feel angry. * [____] seeing poachers in the jungle. I feel [____]. * [____] the fact that the animals suffer for the sake of profit. * [____] that people can't afford to have the right to say or do [____]. ### Topic 2 Write 2 sentences about a heartbreaking incident involving the loss of a particular species and how it left you feeling sad. * [____] feeling sad. * [____] how humans caused this problem, which affected the quality of life for the local families who rely on those families. ### Topic 3 Write a short paragraph of 50 words discussing the crucial importance of biodiversity conservation and urging others to undertake active conservation. [____] ## Task 5: Final check before we write. Think what we've read, can we say what are the common features of speeches? | Content | Writing Checklist for a speech | |---|---| | Focus on delivering | [____] a clear message to | and calling for | Use | [____] to convince the audience. | | e.g. According to the Hong Kong Trade Development Council | [____] investments after the pandemic has increased between 120%. This shows | [____] that there is a shift among the growing businesses and financial centers in the world. | Maintain a strong | [____] without being too formal | and clear theme | | e.g. We should continue to use e-learning as a benefit to | [____] and raises learning more interactive. | [____] Students should have as more of a benefit from the traditional and boring classes. | Use strong | [____] and powerful | [____] when compared to | [____] and sometimes curated books? | Language | [____] to create a sense of [____] to engage the audience. | | Use | [____] to address the audience directly | | Use | [____] to add | [____] persuasiveness. | | Avoid | [____] to structure | [____] to keep the | [____] ideas easy to understand. | Organisation | Start with a proper | [____] to be sure to include all parties in the audience. | | Introduction | [____] and present | background. | | Put ideas into | [____] main body paragraphs | | Main body paragraphs should be supported by | [____] and meaningful. | | Conclusion | [____] the main ideas | | End the speech with | [____] | ## Task 6: Process Writing It’s time for practice! Study the question below and complete **the question analysis table**. You are the SOSM student ambassador for Animal Protection Work. Your teacher has asked you to present a speech during morning assembly about endangered animals and how we can help protect them. Write no less than 200 words. | Main topic | [____] | | Role of the writer | [____] | | Target audience | [____] | | Purpose(s) of Writing | [____] | | Relevant background detail | [____] | Information you wish to include | [____] | Consider how you are going to start and end your speech. Make notes of what you are planning to include in your introduction and conclusion. | Introduction | Conclusion | |---|---| | How do I make my introduction engaging to the audience? | How do I make my conclusion persuasive? | Give the space below to make note of the vocabulary terms and expressions you plan to use in your speech. ## Instructions on process writing procedures: **Step 1: Plan and write up your 1st draft.** **Step 2: Work with a partner. Your partner will review your work and give you comments. Work on your 1st draft. Improve. Based on your partner's comments, write your 2nd draft.** **Step 3: Submit your 1st draft and 2nd draft to your teachers for his/her review.** ## Peer Review Form Name of writer: ______ Name of reviewer: ______ | Content | Test Type Features | |---|---| | You focused on the topic and delivered a clear message to the audience. | 😊😊😊 | | You included examples, e.g. statistics and examples, to support your main points. | 😊😊😊 | | You included strong sentences including effective content. | 😊😊😊 | | Language | | You adopted a semi-formal and a persuasive tone throughout. | 😊😊😊 | | You avoided complicated and lengthy sentence structures. | 😊😊😊 | | You used preposition appropriately. | 😊😊😊 | | Organisation | | Your relational devices to increase persuasiveness. | 😊😊😊 | | You put your ideas into separate paragraphs. | 😊😊😊 | | You ended your speech with "Thank you." | 😊😊😊 | ## What I learnt from you.... ## What I think you can improve.... # What is an ALLUSION? An allusion is a figure of speech that references a famous person, place, event, or literary work. Allusions are either implied or direct. ## **LITERARY ALLUSIONS TO THE NEVERLAND** **ORIGIN:** The allusion “Neverland” originates from J.M. Barrie's famous play and novel. It is a "set" where a fictional island -often used metaphorically to evoke a sense of magic - for the story of childhood. **EXAMPLE:** She loved playing the VP and could explore the wonders of the island where she could escape with her to Neverland and interact with the characters from the story. **LIKE A CHESHIRE CAT** **ORIGIN:** The allusion to the “Cheshire Cat" comes from Lewis Caroll's famous novel "Alice's Adventures in Wonderland”, a modern common allusion to something that is a reference to someone or something. **EXAMPLE:** I was annoyed by the unknown caller who kept calling my phone and hanging up. He was like a Cheshire cat, playing tricks on me and hiding his identity. **THE SECRET GARDEN** **ORIGIN:** “Secret Garden" comes from the title and central setting by Frances Hodgson Burnett. The term allusion has been used to allude to a source of beauty, magic, or potential (and undiscovered with. **EXAMPLE:** She felt like she had entered a secret garden when she met him, she opened her eyes to a new world of beauty and wonder ### **THE POWER of PERSUASION** **Where?** Persuasion can be found in all kinds of social interactions, in * podcasts, open letters, political speeches and much more. Persuasion is also evident in every day social interactions, as in situations where you teach someone new, or when you try to talk someone out of doing something. If you're asking your teacher to go to an event, a sibling to persuade you to lend them some money. ### **Context, Purpose & Audience** | Context | Purpose | Audience | |---|---|---| | Consider where and when it will be published or the author and speaker's background - who they are or any events, which may have inspired it. | What is the reason to persuade but Consider what your main audience was, and what you were attempting to make the audience to do. | Who is meant to read or consider your view? Consider age or gender: * status and ethnicity * hobbies, interests, location etc. | ### **Modes of Persuasion** The three main ways to persuade are : **1** Greek word for: * argument based on evidence and reason. * The writer uses techniques that add to their argument to make it seem more * Facts & Statistics * This makes them seem more credible. * Facts or statistics make the argument sound. * the author is helping the argument. * Credibility to people are more likely to * survey results, to give the work. **2** Greek word for: * argument based on * and retain memory * **When author uses a ** * part sentence * The * the persuasive system. * The * huge impact on your success. **3** Greek word for: * argument based on * and ethically * This makes the writer seem more credible. * honesty and authority on a topic. * * the issue or to illustrate * * the authority they have or if they've exceeded * * **E.g.** * 85% of Australia's population live in urban areas * Federal funding for private schools will increase from $37 billion over the next 5 years. ***When Writer defines* ** * * figure or organisation agrees with * * by other experts. * In particular, to think **E.g.** * Professor Howard Don't's extensive research in this area * The * * * * *** **Trician** **When author uses a ** * * * * * * * * * part sentence * * * * * * * * **E.g.** * Professor Howard Don't's extensive research in this area. * The * * * * * that that **The first hand. ** * Recently, I started my first daughter ever she was riding her bike home from school * In my local community, I * recycling awareness program. **Allusion** * * designed to call something to mind without * * * * * * * * * * * * * * * * * **E.g.** * I * * she acted like she was a ** ** * * and refused to buy anything that wasn't the latest. **When the speaker or writer lets their ** * * * * such on their * * * to trust them as they view them as an * on the topic **E.g.** * I've been a clinical psychologist for * * * * * I know first-hand how hard work can pay off. **Ethos - an argument based on ** * * * make more credible their * * * on a topic. * * * that * * * * * * **E.g.** * The chair groaned as if it * * * * * He gilded through the water like * * * * * * This summer was * than hell. **Pathos - an argument based on ** * * * * * audience's emotions such as creating * * * make more credible * to the reader, like emotions, or * * * * * * * * *** **Figurative Language ** * * * words and expressions that make * metaphor, idiom etc. * * * * * * * * * * **Emphasise Language** * * * * * with strong emotional response of the audience. * can * * * * * * * * * * * or range words such as * shock, excitement, * * fear, etc. **E.g.** * Some poor little puppies are beaten, neglected, and starved. * * * * * * * * explorers endured the rugged terrain to establish a life in the wilderness. **Rhetorical question ** * * * the question themselves. * its own answer or that the * * the audience to * * have to think about an issue. * * * * * forces the position to make the audience * * * * * * or with the author's argument. It will * * * * * * making them in favour of * * * * * their argument. **E.g.** * * * * * our cars in public transport when the system is so underfunded? * * * * * * * * * * * # **An endangered species** **Why it is endangered ** **Ways to protect it** **Information about the animal** [____]