ONLINE TASK 4

ONLINE TASK 4

Question:
1. Think of at least 3 benefits of using speeches by famous figures, in the classroom.

·         Normally speeches used by famous figures are usually persuasive speeches and have minimum or no grammatical errors because they are proof read before being delivered. The speeches are well written and sequenced.

·         Students have to use higher CCTS in order to understand these types of speech and the speeches will be very challenging.

·         Students can learn how to write their own persuasive speech by using these speeches as guidelines.

2. Go to www.youtube.com and find the audio-visual on the speech. In not less than 50 words, state would the audio-visual be of any use in helping understand the speech better? State your reasons.

The audio – visual can be used in class as an example of a powerful persuasive speech. Since most students are visual learners, so it is suitable to show them this speech. Will I use the speech in my lesson; I may not use it because of the content and the message in the speech. Students might misinterpret the content because the message of the speech is about freedom of the black people in America and nothing to do with Malaysia.

3. Who is Martin Luther King?

Martin Luther King, Jr., (January 15, 1929-April 4, 1968) was born Michael Luther King, Jr. in 1954 he became a minister and became a social activist. He promoted non-violent campaign to end the segregation of the black in America. He organised the massive March on Washington in 1963 to achieve civil rights for the blacks.  

4. Based on the questions below, analyse the features of the given written speech:

a. What is the purpose of the speech?

Martin Luther king’s most famous speech carried one very powerful message; the key message, that all  human beings are  created equal and have equal rights, irrespective of race, colour or religion, especially in America. King wanted to make a change in the future.

 b. What is the tone of the speech?

If you listen to his speech, you will notice that Martin Luther King raises and lowers his voice. He modulates the tone of his voice. By using the correct pitch or inflection he successfully places emphasis on the words being said. In the key areas, King raises his voice to show the importance of his words. This is to ensure that the audience takes greater notice of such words.  A very visible example of this technique can be seen in the climatic ending of the speech in which he raises the volume of his voice “Free at last! Free at last! Thank God Almighty, we are free at last!”
c. What interesting major feature(s) can you see from the speech? (i.e.Repetition of phrases, emphasis on certain things said etc)

Martin Luther King used verbal techniques throughout his persuasive speech to achieve his goals. He uses creative dramatic pauses on purpose on a regular basis to emphasize what he is saying.  This is done to keep the audience’ attention and arouse curiosity about  what he is going to say next. The audiences hang on to every word he says.  Although he is deliberate, he continues with his speech quickly enough as not to allow the audience’s attention to wane. An example of his use of the dramatic pause can be seen in the section which he repeatedly states “Now is the time…”

Martin Luther King also uses repetition of ideas throughout his speech. Through the use of repetition, he encourages the audience to accept the idea that he is presenting.  The words” I have a dream” and “Now is the time” are repeated often in his speech to create a sense of necessity about the current situation and encouraging people to act.

d. Any interesting facts that you can gather based on the background of the speech?

Throughout his speech, King makes references to a number of widely respected sources such as the Bible, The United States Declaration of Independence, and the Constitution and to Abraham Lincoln. He wants the audience standing in front of him to understand his points so he makes reference to the things, people or events that the audience is already familiar with.

5. Suggest a while-reading activity that can be derived from this particular speech.

The students can read a  part of the speech and fill in the blanks with the missing words or they can answer simple comprehension questions.