speeches
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of speeches
- Apply speeches to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for speeches first (GCSE Revise summary)
- Key vocab to pre-teach: Key Features, Examiner's Tip, Speech Writing Exam Strategy
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: speeches
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about speeches. Then check against the key terms: Key Features, Examiner's Tip, Speech Writing Exam Strategy. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Key Features, Examiner's Tip, Speech Writing Exam Strategy.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: Key Features, Examiner's Tip, Speech Writing Exam Strategy.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: speeches. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: speeches. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: What is the purpose of a "hook" in a speech opening?
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about speeches.
Lesson 2: Core Concepts: speeches
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on speeches. Check them against the notes below.
Main Content (35 minutes)
Key Features: A good speech is memorable, persuasive, and connects emotionally with the audience. It uses rhetorical devices to create impact and is designed to be heard, not just read.
Introduction (Opening): Hook: Start with a striking statement, question, or anecdote Establish your credibility and purpose Connect with your audience
Main Body: Present 3-4 key points Use one paragraph per point Support with evidence and examples Include rhetorical devices throughout Address counter-arguments if needed
Conclusion (Ending): Summarise your main message End with a powerful call to action Leave a lasting impression
Examiner's Tip: A speech needs to sound like a speech. Use techniques like direct address, rhetorical questions, and repetition. Your writing should feel different from an essay - it should have rhythm and be memorable when spoken aloud.
Speech Writing Exam Strategy: You have 45 minutes (40 marks: 24 AO5 + 16 AO6). A speech must sound like a speech when read aloud. First 5 minutes: Identify your audience and occasion. Plan: your hook, 3-4 key points, the rhetorical devices for each, and your closing call to action. Writing time: Open with a powerful hook. Use direct address ("you", "we") throughout. Include 3-4 different rhetorical devices. End with a memorable call to action. Mark allocation: AO5 (24 marks) rewards your content — clear viewpoint, effective speech conventions, and powerful structure. AO6 (16 marks) rewards technical accuracy — varied sentences for rhythm, appropriate vocabulary, correct SPaG. What examiners look for: A piece that sounds like a speech, not an essay. Direct address, rhetorical questions, repetition, and a clear speaking voice. The examiner should be able to "hear" this being delivered.
| Term | Meaning | Example |
|---|---|---|
| Writing for reading, not speaking | Speeches should sound natural when spoken | Read your work aloud to check rhythm |
| Weak opening | Loses audience attention immediately | Start with a hook - question, statement, anecdote |
| No direct address | Feels disconnected from audience | Use "we", "you", "us" frequently |
| Too many complex sentences | Difficult to follow when heard | Use varied but clear sentence structures |
| Forgetting the call to action | Speech lacks purpose and impact | End with clear action you want audience to take |
Practice (10 minutes)
Q: What is the purpose of a "hook" in a speech opening?
Answer: A hook grabs the audience's attention immediately, making them want to listen. It could be a question, striking statement, or anecdote.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: speeches
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: Key Features, Examiner's Tip, Speech Writing Exam Strategy. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: What is the purpose of a "hook" in a speech opening?
Answer: A hook grabs the audience's attention immediately, making them want to listen. It could be a question, striking statement, or anecdote.
Q2: Name three rhetorical devices commonly used in speeches.
Answer: Rhetorical questions, repetition, rule of three, emotive language, direct address, imperatives - any three of these.
Q3: Write an opening paragraph for a speech about the importance of voting.
Answer: Your opening should include: a greeting, a hook (question or statement), direct address, and clear indication of the topic.
Q4: Why is direct address important in speeches?
Answer: Direct address creates a connection with the audience, making them feel involved and personally addressed. It transforms a speech from a lecture into a conversation.
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: speeches
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Exam-Style Question
Attempt a past-paper style question on speeches from the exam board past paper finder (see Resources), then mark it against the scheme.
Exam Tips: Start with a strong hook - grab attention immediately | Use direct address throughout: "we", "you", "us" | Include a range of rhetorical devices | Vary your sentence lengths for rhythm and impact | End with a powerful, memorable conclusion | Include a clear call to action | Read your work aloud to check it sounds like a speech
Common Errors: Watch Out! Students often write a speech that reads like an essay. Wrong: "In this speech I will discuss three reasons why recycling is important. Firstly, recycling reduces waste. Secondly, it saves energy." Correct: Use speech conventions — "Look around this room. Every single one of us has the power to change the future — starting today. How? By recycling. By refusing single-use plastic. By choosing the planet over convenience." Students often forget direct address, making the speech feel disconnected. Wrong: "People should care about the environment because it is important for future generations." Correct: Use "you", "we", "us" — "WE should care about the environment because it is OUR fu
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how speeches connects to another English Language topic you have studied
- Real-world: research one real-world use or example of speeches
- Critical: "What are the limitations of the models used in speeches?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: Key Features, Examiner's Tip, Speech Writing Exam Strategy (10 mins)
- Exam practice: One past-paper question on speeches from the board websites (15 mins)
- Extension: Explain speeches to someone else in your own words (10 mins)