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KS3 English · Year 8Chapter 13 · Spoken language: presenting, debating and Standard English
Year 8 · Chapter 13

Spoken language: presenting, debating and Standard English

By the end of this chapter you will be able to

  • Plan a speech with an opening, three points with evidence, and a close
  • Answer an opposing point with a rebuttal frame: name the point, answer it, give a reason
  • Build on a partner's idea by agreeing and adding a new point
  • Choose a register that suits the listeners, and use Standard English in a formal speech
  • Proofread a final draft using a checklist, and tick off each item

You should already know

  • Presenting and speaking to others (Year 7, Chapter 12 of this book)
  • Writing to argue and evaluate (Chapter 11 of this book)

Where this leads

  • Writing for purpose and audience: articles, letters, reviews and speeches (Chapter 12 of this book)
  • Writing to argue and evaluate: sustained argument (Chapter 11 of this book)

National Curriculum for England, Key Stage 3 English, Year 8. Content: Plan and structure a formal presentation or speech, with evidence and Standard English (KS3 spoken language, S1), Listen to others, build on their ideas, and respond to a challenge in a debate (KS3 spoken language, S2), Choose Standard English or another register to suit the audience, and use a proofreading checklist (KS3 spoken language and writing, S3), Use a rebuttal frame to answer an opposing point with a reason and evidence (KS3 spoken language, S2), Give a clear close and a call to action in a formal speech (KS3 spoken language, S1).

Exercise P  Do you remember?

1
FWrite the word for the topic that a debate is about, as written in the form "This house would ...". Write one word.
2
FWrite the word for the side that argues for a motion in a debate. Write one word.
3
FWrite the word for a formal way of speaking that is used in most official and public speech. Write one word.
4
FWrite the word for the way a speaker speaks to suit an audience. Write one word.
5
FWrite the word for a short point that begins with you have said that, in a debate. Write one word: the word for answering a point.
13.1

Structure of a formal speech

Year 8
Plan and structure a formal presentation or speech, with evidence and Standard English (KS3 spoken language, S1)
Video lesson: Structure of a formal speechComing soon
Story. A pupil is asked to speak to the school council about the library. She plans an opening that greets the listeners, three points with evidence, a fair acknowledgement of the cost, and a clear close with one recommendation.

Model speech: the library (original; read it, then answer the questions)

1Good afternoon. My talk today is about the library, and I will make three points: why it matters, what it costs, and why it should stay open later. First, the library is the only quiet place in this school where pupils can study without being watched by a teacher. Many of us have no quiet room at home, so for some pupils, the library is where homework actually gets done.

2Second, the cost. The library currently closes at four. Keeping it open until six would need two more staff for two hours each evening. The school estimates this would cost around £900 a month, which is a real cost, and I do not dismiss it.

3Third, the benefit. Last term, the attendance at the library's homework club rose by a quarter when it was open on Tuesdays. Attendance is a measure of engagement, and a pupil who attends is more likely to finish work on time.

4In conclusion, the library is worth the cost. I recommend a six-week trial, with a clear review at the end, so that the school can decide with evidence. Thank you.

Key ideas

  • A formal speech has an opening (greeting and purpose), a body (three points, each with evidence), and a close (summary and call to action).
  • Signpost the structure: First, Second, Third, In conclusion.
  • Evidence makes a point believable: a figure, an example, or a measured result.
Worked example 13.1.1
What are the three points of the model speech?

Method. Find the signposts and the point each one introduces.

  1. Find the signposts. First, Second and Third introduce points.
    First
  2. Read the points. The points are the value, the cost and the benefit.
    value, cost and benefit
  3. Name the three points. Why it matters, the cost, and the benefit.
    why the library matters, the cost, and the benefit
  4. Write the answer.
    why the library matters, the cost, and the benefit

Check. The three points are named. ✓

Worked example 13.1.2
Which part of a formal speech gives a recommendation and a summary? Choose one: the close, the opening greeting or the middle point about attendance.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The close sums up the speech and makes the recommendation for the audience.
    the close fits
  3. Reject the other choices. The greeting introduces the speech, and the middle point gives evidence for one point.
    the opening greeting and the middle point about attendance do not fit
  4. Write the answer.
    the close

Check. The choice fits the sentence or the text. ✓

Worked example 13.1.3
What evidence does the speech give for the benefit?

Method. Find the number that shows the benefit.

  1. Find the benefit. The benefit is a rise in attendance.
    rose by a quarter
  2. Check it is evidence. A measured rise is evidence, not an opinion.
    measured
  3. Name the evidence. Attendance rose by a quarter when the library was open on Tuesdays.
    attendance at the homework club rose by a quarter
  4. Write the answer.
    attendance at the homework club rose by a quarter

Check. The evidence is named. ✓

Watch out

Watch out: a speech with no signposts is hard to follow. Name the structure aloud, and the listener knows where they are.

Exam tip

Exam tip. Plan the three points on one page, with one piece of evidence for each, before you write the opening.

Exercise 13A  Practice: structure of a formal speech

1
FCopy the opening phrase that greets the audience.
2
FCopy the signpost that introduces the second point.
3
FWhich phrase is the signpost for a conclusion? Choose one: In conclusion,, Good afternoon,, Thank you, or Second,.
4
FWhich part of the model speech gives the cost? Choose one: the second point, the opening, the close or the third point only.
5
FWhat is the purpose of the opening of a formal speech? Choose one: to greet and introduce the topic and the points, to end the speech, to list the evidence in full or to ask for questions only.
6
PSPlan a three-point speech about a school trip, naming each point in a few words.
7
PSWhich evidence is strongest in a speech? Choose one: a measured rise in attendance over one term, I think it is good, everybody agrees or it is nice.
8
RExplain why the close of the model speech recommends a trial rather than a decision.
9
PSWhich is the best call to action in the close of a formal speech? Choose one: I recommend a six-week trial, with a clear review., The library is in the school., Libraries have books. or Thank you for listening, bye..
10
RWrite a signpost for a final point in a speech, in Standard English.
11
RWhich sentence has the clearest structure for a speech? Choose one: First, the library matters. Second, it costs money. Third, it helps attendance., The library matters and costs money and helps attendance and it is good., Money. Library. Attendance. or It is good, it is bad, it is fine..
12
RExplain why a speech should acknowledge the cost of a proposal, rather than ignore it.
13
RChallenge: write the opening sentence and the close of a speech on a topic of your choice, in Standard English.
13.2

Debate: listening, building and rebutting

Year 8
Listen to others, build on their ideas, and respond to a challenge in a debate (KS3 spoken language, S2)
Video lesson: Debate: listening, building and rebuttingComing soon
Story. In a debate, each speaker responds to the other side. A good debater listens, names the point they are answering, and builds on what has been said, rather than repeating their own prepared speech.

Debate: two short speeches on the motion (original)

Motion: This school should keep its library open until six on weekdays.

Proposition (for): I speak in favour of the motion. A library that closes at four lets down the pupils who most need a quiet place to study. Extending the hours costs money, but it buys something the school cannot buy elsewhere: time to learn in a calm room.

Opposition (against): I speak against the motion. Two extra staff members for two hours each evening is a large cost that the school cannot easily afford. Pupils can study at the public library in town, and the school's money should go to lessons, not to late opening.

Key ideas

  • Build on: "I agree that ..., and I would add ...".
  • Rebut: "The opposition says ..., but ..., because ...".
  • Respond to challenge: name the challenge, concede any part that is true, then answer with a reason.
  • A proposition speaks for the motion; an opposition speaker speaks against it.
Worked example 13.2.1
Which side is the proposition, and what is its main claim?

Method. Look at the opening of each speech.

  1. Find the side. The speaker says I speak in favour of the motion.
    in favour
  2. Find the claim. A library that closes at four lets down pupils.
    lets down
  3. Name the side and claim. The proposition is for the motion, and claims a library that closes at four lets pupils down.
    for the motion
  4. Write the answer.
    for the motion; a library that closes at four lets pupils down

Check. The side and claim are named. ✓

Worked example 13.2.2
Which is the best rebuttal of the opposition's point about cost? Choose one: The cost is real, but extending hours gives pupils a calm room the school cannot buy elsewhere., Costs do not matter. or I disagree because I like the library..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It accepts the cost, then answers with a reason, which is a strong rebuttal.
    The cost is real, but extending hours gives pupils a calm room the school cannot buy elsewhere. fits
  3. Reject the other choices. Dismissing the cost or giving a personal preference does not answer the point with a reason.
    Costs do not matter. and I disagree because I like the library. do not fit
  4. Write the answer.
    The cost is real, but extending hours gives pupils a calm room the school cannot buy elsewhere.

Check. The choice fits the sentence or the text. ✓

Worked example 13.2.3
How does the opposition build on the claim that pupils can study elsewhere?

Method. Find the alternative the opposition offers.

  1. Find the alternative. Pupils can study at the public library in town.
    public library
  2. Explain the build. The opposition answers the proposition by giving an alternative.
    alternative
  3. Name the move. It names the public library as an alternative.
    it names the public library as an alternative
  4. Write the answer.
    it names the public library as an alternative

Check. The build on the point is named. ✓

Watch out

Watch out: do not interrupt, and do not repeat your prepared speech if the other side has made a new point. Answer the new point first.

Exam tip

Exam tip. Start a rebuttal by naming the point you are answering, then give your reason, then say why it matters.

Exercise 13B  Practice: debate, listening and rebuttal

1
FCopy the words the proposition uses to show support for the motion.
2
FCopy the words the opposition uses to show it is against the motion.
3
FWhich phrase builds on another speaker's idea? Choose one: I agree that the library matters, and I would add that it helps quiet study., I disagree and that is final., Nobody else is right. or Let me talk about football..
4
FWhich phrase names the point before a rebuttal? Choose one: The opposition says the cost is too high,, Anyway, the library is good., Everyone knows this already. or Shut up..
5
FWhich side argues for the motion? Choose one: the proposition, the opposition, the chair or the timekeeper.
6
PSWrite a rebuttal to the opposition's point that pupils can study at the public library.
7
PSWhich is the best way to respond to a challenge that you have not considered? Choose one: concede what is true, then answer with a reason, ignore the challenge, shout over the challenger or change the motion.
8
PSBuild on the proposition's claim that the library is a quiet space, with one new point.
9
RWhich sentence is a respectful challenge? Choose one: I see the cost, but what evidence is there that pupils would attend?, That is just rubbish., You clearly have no idea. or Nobody believes you..
10
RAnswer the challenge: "Where is the evidence that pupils would use the library late?"
11
RExplain why a debater should name the opposing point before answering it, in one sentence.
12
RWhich is the strongest rebuttal of "Pupils can study at home"? Choose one: Not all pupils have a quiet room at home, so the library helps those who do not., Homes are always quiet., Pupils are lazy at home. or Home is a nice place..
13
RChallenge: write three sentences as a debater, answering one opposing point, building on one partner point, and making one new point.
13.3

Register and Standard English in speech

Year 8
Choose Standard English or another register to suit the audience (KS3 spoken language and writing, S3)
Video lesson: Register and Standard English in speechComing soon
Story. A speaker must choose the register for each audience. A speech to the school council is formal, and should use Standard English. A chat with friends can be informal, and dialect can be used with its own grammar. Both are valid for the right setting.
SettingRegisterExample
school council speechformal, Standard EnglishI would like to suggest a trial of later opening.
chat with friendsinformalYeah, the library is well good, innit.
dialect in its own communitydialect, with its own grammarWe was going to the library, like.

Key ideas

  • Standard English is expected in formal speech and writing, such as a council speech or an exam answer.
  • Dialect and informal speech are valid in their own settings, and have their own grammar.
  • Choose the register by asking who is listening and why you are speaking.
Worked example 13.3.1
Which register suits a formal speech to the school council?

Method. Think about the audience and the setting.

  1. Think about the audience. The council is a formal audience.
    formal audience
  2. Choose the register. A formal audience expects Standard English.
    Standard English
  3. Name the register. The register is formal, in Standard English.
    formal, Standard English
  4. Write the answer.
    formal, Standard English

Check. The register is named. ✓

Worked example 13.3.2
Which sentence is in Standard English for a formal speech? Choose one: I would like to suggest a trial., I wanna suggest a trial. or I reckon a trial is well good..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. It uses full words and a formal construction, so it is Standard English.
    I would like to suggest a trial. fits
  3. Reject the other choices. Wanna and well good are informal, not Standard English.
    I wanna suggest a trial. and I reckon a trial is well good. do not fit
  4. Write the answer.
    I would like to suggest a trial.

Check. The choice fits the sentence or the text. ✓

Worked example 13.3.3
What change makes "We was going to the library" Standard English?

Method. Check the verb and its subject.

  1. Find the verb. Was does not agree with we.
    was
  2. Replace the verb. Were agrees with we.
    were
  3. Give the sentence. We were going to the library.
    were going
  4. Write the answer.
    was becomes were

Check. The standard form is given. ✓

Watch out

Watch out: switching to informal language in a formal speech can make the audience doubt the speaker. Choose one register and keep it.

Exam tip

Exam tip. Ask: who is listening, and what do they expect? Then choose the register that matches.

Exercise 13C  Practice: register and Standard English in speech

1
FWhich sentence is in Standard English? Choose one: We were going to the library., We was going to the library., We is going to the library. or We goes to the library..
2
FWhich register suits a formal speech to a head teacher? Choose one: formal and polite, slangy and loud, casual and quick or secret and whispered.
3
FWhich is an informal word? Choose one: innit, therefore, consider or recommend.
4
FWhich sentence uses dialect with its own grammar in a community setting? Choose one: We was going to the library, like., We was going to the library in a formal speech., We were going. or The library is open..
5
PSWhich form is Standard English in a sentence about the library? Choose one: The library is not open on Sundays., The library ain't open Sundays., The library isn't opened Sundays. or Library no open Sunday..
6
PSWhich is the best reason to use Standard English in a school council speech? Choose one: the audience expects formal, clear language, slang is always wrong, it is shorter or it is faster to say.
7
PSRewrite "I reckon the library is well good" in Standard English for a formal speech.
8
RWhich register should you use for a chat with friends about a film? Choose one: informal and relaxed, formal and legal, technical and dense or a list of numbers.
9
RExplain why a speaker might switch register during a debate, and when that is a mistake.
10
RWhich is the best way to make a speech to a mixed audience clear? Choose one: use Standard English, with short sentences and clear signposts, use slang, to sound friendly, use long sentences with no signposts or use a secret code.
11
RChallenge: rewrite one informal sentence into Standard English for a formal speech, and say what changed.
13.4

Proofreading a final draft with a checklist

Year 8
Use a proofreading checklist to edit and proofread a final draft (KS3 spoken language and writing, S3)
Video lesson: Proofreading a final draft with a checklistComing soon
Story. A speaker writes a final draft of a speech. She checks it with a checklist before she presents it: each item is ticked only when it is fully checked.
Checklist itemCheck
Openinggreets the audience and states the purpose
Structurethree points, each signposted, with evidence
RegisterStandard English throughout, with no slang
Spellingeach word checked, especially homophones and word families
Punctuationcommas, speech marks and full stops checked
Closeone clear recommendation or call to action

Key ideas

  • A checklist makes sure each part of a final draft has been checked, one item at a time.
  • Proofread in passes: structure first, then register and sense, then spelling and punctuation.
  • Tick each item only when it is fully checked, not when it looks fine.
Worked example 13.4.1
Which checklist item checks the register?

Method. Find the item about the language style.

  1. Find the item. The register item asks about Standard English.
    Standard English
  2. Check the meaning. It checks that the language is formal.
    formal
  3. Name the item. The item is Register.
    Register
  4. Write the answer.
    Register

Check. The register item is named. ✓

Worked example 13.4.2
Which checklist item would catch the error "The school council is meet on Monday"? Choose one: Register, Spelling or Close.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The error is a grammar error in Standard English, so the register and Standard English item would catch it.
    Register fits
  3. Reject the other choices. Spelling does not catch the verb form, and the close checks the recommendation rather than grammar.
    Spelling and Close do not fit
  4. Write the answer.
    Register

Check. The choice fits the sentence or the text. ✓

Worked example 13.4.3
What is the first pass of proofreading?

Method. Think about what should be checked first.

  1. Think about the order. The structure shapes everything else.
    shapes everything
  2. Name the first pass. The first pass checks structure.
    structure
  3. Give the reason. Fixing the structure first avoids wasted proofreading.
    the structure of the speech
  4. Write the answer.
    the structure of the speech

Check. The first pass is named. ✓

Watch out

Watch out: a checklist is only useful if each item is checked honestly. Do not tick an item because you think it is right; check it.

Exam tip

Exam tip. Read the speech aloud in your head, once for sense and once for errors, then tick the checklist.

Exercise 13D  Practice: proofreading and checklists

1
FWhich checklist item checks the signposts? Choose one: Structure, Spelling, Register or Close.
2
FWhich item checks the speech marks? Choose one: Punctuation, Structure, Register or Opening.
3
FWhich item checks the final recommendation? Choose one: Close, Spelling, Register or Punctuation.
4
FWhich is the correct proofreading order? Choose one: structure, then register, then spelling and punctuation, spelling, then structure, then register, punctuation only or register, then the opening, then spelling.
5
PSWhich spelling error would the Spelling item catch? Choose one: recieve, which should be receive, a question mark, the opening or the structure.
6
PSWhich phrase is a correctly punctuated list in speech? Choose one: We need books, pens and paper., We need books pens and paper, We need, books, pens, paper. or We need books; pens; paper..
7
RExplain why a checklist should be used in order, rather than all at once.
8
RWhich item would catch a speech that ends without a recommendation? Choose one: Close, Spelling, Punctuation or Register.
9
PSWrite one checklist item for a formal speech, in the form "I have checked ...".
10
RWhich is the best reason to read a speech aloud in your head before presenting? Choose one: to catch sense and rhythm errors, to make it longer, to hide the structure or to avoid the audience.
11
RExplain why a speaker should tick a checklist item only when fully checked.
12
RChallenge: write a final checklist of four items for a formal speech, one for each of structure, register, spelling and close.

Chapter summary

SkillMethod

Can you…?

    Key terms

    Exercise 13Z  Check-up

    1
    Copy the phrase that signposts the close of the speech.
    2
    Which part of a formal speech gives a recommendation? Choose one: the close, the greeting, the first point or a question about the weather.
    3
    Which register suits a formal speech to a council? Choose one: formal and in Standard English, informal and slangy, dialect only or a secret code.
    4
    Which phrase builds on another speaker's point? Choose one: I agree that the library helps focus, and I would add that it has computers., I disagree and that is final., Nobody is right. or Let us change the subject..
    5
    Which is the correct rebuttal frame? Choose one: The opposition says the cost is high, but the evidence shows a real benefit., Anyway, the library is good., Shut up. or Nobody cares about cost..
    6
    Which checklist item checks punctuation in a speech? Choose one: speech marks and full stops, the opening greeting, the close or the evidence.
    7
    Name the point the proposition makes about the library being a quiet place.
    8
    Explain why a debater should respond to a challenge with a reason, not only a repeat.
    9
    Which form is Standard English in a speech? Choose one: We were going to the library., We was going to the library., We is going. or We goes to library..
    10
    Which is the first checklist pass? Choose one: the structure of the speech, the spelling, the punctuation or the colour of the paper.

    Total 19 marks. Allow about 19 minutes.

    Exercise 13X  Practice test questions

    1
    FName the signpost that introduces the final point of a formal speech, in one word.[1 mark]
    2
    RWrite one rebuttal sentence that answers the point "the library costs too much", with a reason.[3 marks]
    3
    FRewrite "We was going to the library" in Standard English for a formal speech. Write the sentence.[1 mark]
    4
    RExplain why a formal speech should use Standard English, in one sentence.[2 marks]
    5
    FName the three signposts in a formal speech, in the order they are usually used.[2 marks]
    6
    FExplain how a proposition and an opposition differ in a debate, in one sentence.[2 marks]
    7
    PSWrite one sentence that builds on a partner's point, agreeing and adding a new idea.[2 marks]
    8
    RName the item in a proofreading checklist that checks the verb form and the register, and give one error it would catch.[2 marks]
    9
    RExplain why a checklist item should be ticked only when fully checked, in one sentence.[2 marks]
    10
    RChoose the register for a speech to a head teacher and explain your choice in one sentence.[2 marks]
    ← Chapter 12: Writing for purpose and audience: articles, letters, reviews and speeches

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