6. Inventing Conversations Group Exercise. The class may be divided into groups of five or six pupils each. Let them read the following brief outline of a story and imagine the conversation for it. Then let several groups of pupils play the story before the class. The class will criticize and make suggestions after each play. Two boys once discussed going off for a day's good time instead of attending school. They talked over many plans and at last decided to go fishing. Early next morning on their way to the river they met a tramp going in the same direction. In the course of the conversation that followed, the boys told him what they were doing. The tramp, greatly amused, then explained that when he was a boy he used to do exactly the same thing. At a crossroad boys and tramp parted company. As the boys walked on in silence, the thought gradually became clearer in their minds that by playing truant they were preparing themselves to be tramps rather than useful men. After a short discussion, they decided to give up the fishing trip and hurry to school. They arrived breathless, just as the last bell was ringing. Group Exercise. Make up the conversation 57 for one or more of the following situations: 1. Two boys are discussing what they mean to be and do when they are grown up. Each explains his own ambition, asks questions about the other's, and gives his opinion of his friend's views. 2. Two girls are discussing what they mean to do when they are grown up. Each thinks the other is unwise in her wishes and plans, and says so. Each defends herself. 3. A boy and a girl are discussing the question of whether there should be examinations at the end of the school year. They take opposite sides, each stating his views with a good deal of emphasis. 4. You are applying for a summer position. You are in the manager's office and talking with him. You are explaining what you want and what you can do, and the manager is asking searching questions to find out whether you could fill the position. 5. You are looking for a house to rent. Your mother has sent you down town to see a real-estate man. You are in his office explaining what kind of house your mother wishes. The real-estate man asks questions and tells of houses which he has to rent. 7. Original Dramatization Group Exercise. Let the class be divided into groups of four or five pupils. Let each group plan a little play; it need not be longer than the play of the delft blue-and-white flowerpot. Let the pupils of each group make up a story of their own; or, if they cannot do that, let them make over some story they have read, changing it as much as they can; then let them play it. 8. Letter Writing Written Exercise. Would it not be a good plan to invite your parents and friends to school some afternoon to hear these little plays? It would please them to receive a letter of invitation.58 Write this letter. 9. A Public Debate a. Planning the Debate Oral Exercise. It is proposed that the class hold a public debate on some subject that is of interest to all school children as well as to their parents. Does this appeal to you and have you any ideas for carrying out such a proposal? Where and when shall the debate be held, who shall be the debaters, what shall be the question debated, who shall be the judges? Think the whole matter over; then in a talk of two or three minutes explain your plan to the class. If you think you have hit upon a particularly good one, try to persuade the class to adopt it. Perhaps the debate would be most enjoyed if it were between two different classes or schools. Would the following question be more interesting than any other that has been suggested: Should the summer vacation be made longer? 59 b. Letter Writing: the Challenge and Invitations If the plan is to debate with another class, perhaps from another school, a letter needs to be written that will explain this. Written Exercise. Let each pupil write a letter to the pupils of the other class, challenging them to a debate. This letter, which will not differ in form from an ordinary letter, should explain the proposed plan in clear and simple language, and invite the other class to attend a meeting for the discussion of the matter. Group Exercise. When these letters have been written, they should be read to the class. The class should then decide which are the best three or four, and these should then be copied on the board, or re-read aloud slowly, for criticism in detail. The best of these should be sent to the other class. Written Exercise. When the day for the debate has been set, it will be time for you to send letters of invitation to those whom you would like to have present at the occasion. Write these, but do not copy them until you have re-read them with your list of critical questions before you.50 c. The Debate Itself In a debate the speakers that favor answering the question with a Yes are said to take the affirmative side, while those who would answer the question with a No are called the negative side. Each side is usually represented by two speakers. The first speaker on the affirmative side opens the debate; he is followed by the first speaker on the negative side. Then the second speaker on the affirmative takes up the discussion, followed by the second speaker for the negative. Usually the first speaker on the affirmative is allowed a few minutes in which to close the debate. Then the judge or judges, or perhaps the entire audience, as has been agreed beforehand, decides as wisely and fairly as it can which side has presented the better arguments. In preparing for the debate the class would do well to have several class discussions or preliminary debates on the same question. Oral Exercise. Think the question over carefully, perhaps talking it over with your parents; then, arranging your ideas in a brief outline, state them to your classmates as clearly and convincingly as you can. Group Exercise. The class will criticize each speaker, pointing out mistakes in English. When pupils have spoken, the class may decide by vote which ones are to represent it at the public debate. Oral Exercise. The public debate will not differ greatly from the preliminary debates except that there will be a larger audience. State your arguments with clearness and force, so that the audience may understand them and may be convinced that you are right. d. Writing an Account for the Newspaper Written Exercise. Write an account of the debate for a newspaper. Such an account should be both brief and interesting. It should omit no important facts, and should state these exactly. The readers of the newspaper will want to know what question was discussed, who the speakers for each side were and where they live, what the outcome of the debate was, and whether many visitors attended. Tell also whether the room or hall was decorated. Any incident connected with the occasion that will make interesting news and any arguments that impressed the audience should be carefully reported. In a word, this account for the newspaper is nothing more than the best composition you can write about the event. Group Exercise. Of course this account must be without error. Several pupils' accounts should be put on the board or read aloud slowly for the usual sentence-by-sentence criticism, so that the best one may be selected for mailing to the newspaper. 10. Capitals and Punctuation Marks 1. The comma is often used to separate the subordinate clause in a complex sentence from the main clause. Thus : When the bugle blew, the boy scouts leaped to their feet. 2. The comma is generally used to separate the clauses of a compound sentence. Thus : |