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Speaking for Different Audiences

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Speaking for Different Audiences

At a volcano observatory, people share information with visitors, scientists and younger students. Read each situation carefully. Think about what your listeners already know and what kind of language will help them understand.

Notice your audience

Audience affects the information, vocabulary and tone you choose.

1.Tui is introducing a volcano-monitoring display to visiting Year 3 students. Which opening is most likely to help them understand?

This instrument records seismic activity and sends data to our research team.
This machine listens for tiny shakes in the ground and helps us notice changes.
The display presents a comprehensive overview of current monitoring procedures.
You should already know how scientists measure volcanic activity.

2.Mei is giving a short update about monitoring equipment to visiting science researchers. Which choice best suits that audience?

The ground-listening box is kind of cool, and it does stuff when the volcano moves.
Our seismic sensors measure ground vibrations and transmit readings to the observatory.
This is a magic box that can tell us exactly what the volcano will do.
Hey everyone, this thing is awesome, so take a look!

3.Manaia is speaking at a public evening talk. She wants the audience to ask questions without feeling embarrassed. Which phrase best invites them to join in?

Only ask something if you are certain it is a clever question.
Please save all questions until you have read the technical report.
What are you wondering about? There are no silly questions.
I will choose one person who can explain the science correctly.

Choose language and tone

A clear speaker adapts word choice and detail while keeping the main message accurate.

4.Match each speaking style to the audience it would suit best.

“Kia ora, everyone. Today I’ll outline our latest monitoring results.”
“This sensor notices tiny movements in the ground.”
“That new display is pretty cool—come and have a look.”
“Could you clarify how often the readings are checked?”

Friends visiting the observatory
Visitors at a formal public briefing
A researcher asking a focused question
A group of younger students

5.A visitor asks what “ash fall” means. Ash fall is when tiny bits of rock and dust from a volcano come down through the air. Using this information, write one sentence explaining it to a six-year-old, using simple words.

6.Rewrite this message so it sounds suitable for a formal talk to community visitors: “The volcano’s been rumbling a bit, so we’re keeping an eye on it.” Keep the meaning careful and do not claim that an eruption will happen.

7.Tui has two minutes to explain a safety procedure to a group of visitors. Give one reason she should organise her points clearly and one way she could check that listeners have understood.

Listen and respond

Good speaking includes listening carefully and responding respectfully.

8.During a school visit, a student says, “I think the sensor predicts exactly when a volcano will erupt.” Write a respectful response that corrects the misunderstanding and gives accurate information.

9.Manaia is explaining a display to younger students. One student starts talking while another is asking a question. What should Manaia do to show that she is listening and help the conversation continue?

Ignore the question and continue with her prepared speech.
Pause, give the questioner her attention, and invite them to finish.
Tell the students they are interrupting and end the visit.
Answer a different question before anyone forgets it.

10.Mei is practising a two-minute update for a mixed-age audience. Name two choices she could make so that both younger visitors and adults can follow the main message.