Leisure Time Mini Speech Time Limit: 1-2 Minutes

Leisure Time Mini Speechtime Limit: 1-2 Minutes

The “Leisure Time & Visual Aid” assignment is a short 1 to 2 minute mini-speech in which you tell the audience (your classmates and instructor) about your leisure time activities. Plan to use a few (2 to 3) small or portable visual aids in a large brown paper bag to help explain how you spend your spare time (i.e., a Snickers bar for eating chocolate, a game piece for chess, a picture of your best friend, a movie poster, etc.). Your visual aid must be an actual object, not a picture of an object printed out or on the computer.

If you don't use a large brown paper bag, then you will receive one point lower for your objects in the speech (both "displayed objects..." areas). Plan to develop your speech using the following outline:

Introduction: Identify when and how much leisure time you find in a given day or week. Tell how you find the spare time and the number of objects you will use to explain your leisure time activities.

Body: One at a time, pull the objects from the bag. Holding or displaying each one the entire time you are talking about it, describe how it explains what you like to do with your leisure time.

Conclusion: Explain what your choices for spare time activities reveal about your personality and/or your life.

Topic approval: Not required for this speech, as long as it meets the criteria described here. Each speech must be on a completely different topic from previous speeches.

Paper For Above instruction

The goal of this mini-speech is to enhance students' ability to organize, prepare, and deliver a concise presentation about personal leisure activities using tangible visual aids. By incorporating actual objects stored in a large brown paper bag, students are encouraged to develop descriptive narration skills and demonstrate effective use of physical visual aids. The assignment emphasizes spontaneous speech delivery, engagement with the audience through eye contact and facial expressions, and clarity in describing how physical objects relate to personal leisure preferences.

Preparation for this activity involves selecting 2 to 3 meaningful objects that directly illustrate personal leisure activities. These objects should be portable and easy to display within a classroom setting, and they must be tangible items rather than images projected from a computer. It is essential to ensure that the selected objects are relevant and can serve as effective storytelling tools during the speech.

The speech outline starts with an introduction where students detail how much leisure time they typically have each day or week and how they locate this time within their routine. They also mention the number of objects they will demonstrate, setting the stage for the audience's understanding. During the body of the speech, each object is retrieved from the bag and displayed visibly while the speaker describes its significance in relation to their leisure activities. Maintaining physical contact or sightlines with the object while speaking contributes to clarity and listener engagement.

The conclusion provides an opportunity for the speaker to reflect on what their selected objects and activities reveal about their personality, interests, or lifestyle characteristics. This insight helps deepen audience understanding of the individual's leisure preferences while adding a personal touch to the presentation.

Effectiveness in delivery is critical, requiring speakers to maintain eye contact with the camera (simulating audience engagement), smile to project friendliness, speak confidently with an audible voice, and avoid reading directly from notes. Facilitating a natural, conversational tone enhances perceived spontaneity and authenticity, which are valued in this exercise. Ensuring the presentation is within 1-2 minutes and standing during speech delivery are additional requirements for success.

Participation in self-evaluation after recording offers further reflection on performance, including adherence to guidelines, clarity of presentation, and effective use of visual aids. Re-filming is encouraged if necessary to meet quality standards, and early uploading is recommended to prevent last-minute technical issues. Properly prepared and executed, this activity develops public speaking skills, confidence in personal storytelling, and proficiency with visual aids in oral communication.

References

• Beebe, S. A., & Beebe, S. J. (2017). Public Speaking: An Audience-Centered Approach. Boston, MA: Pearson.
• Lucas, S. E. (2019). The Art of Public Speaking. New York, NY: McGraw-Hill Education.
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• Gamble, T., & Gamble, M. (2015). Communication Works. McGraw-Hill Education.
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