Eduqas · GCSE · English Language
Course version: C700QS · Version from Mar 2026
Spoken Language (Non-exam assessment): Where the audience is the teacher…
Full specification wording
Component 3: Spoken Language (Non-exam assessment): Where the audience is the teacher only, the presentation and dialogue must be designed in such a way that it could have a potentially wider audience than just one person (e.g. it replicates a television interview).
This is centre guidance on how to design a spoken-language presentation when the only live listener is the teacher.
Checked against the Eduqas C700QS specification (opens in a new tab) on .
- Point 8 of 8
- 4 key terms
Study notes
From the checked teaching notes for this specification point.
The idea
This is centre guidance on how to design a spoken-language presentation when the only live listener is the teacher. The design must still imply a wider potential audience, so the learner should build in conventions that address an imagined public: a named or implied audience, a clear purpose, and a register suited to broadcasting or public speaking. A useful method is to frame the piece as a television interview: the learner presents to camera, a partner or the teacher takes the interviewer role, and questions and answers are scripted to sound like a broadcast exchange. The learner should rehearse the framing so the wider audience is evident in the language, structure and delivery, not merely asserted. The teacher assesses the performance against the spoken-language criteria, not against invented marks.
Common mistakes and how to put them right
Assuming that because only the teacher is present, the talk can be a private conversation with no wider audience.
Put it right: Design the piece so it reads as if broadcast or delivered to a public audience.
Treating the television-interview example as a compulsory format.
Put it right: It is an illustration of how a wider audience could be implied; other public-facing formats may serve the same purpose.
Writing a script that names a wider audience but delivers it in a flat, private register.
Put it right: Make the language, structure and delivery consistently suit the implied public audience.
Exam tips
- Decide early who the implied wider audience is and keep that audience visible in your vocabulary, tone and structure throughout.
- If you use an interview format, script both interviewer and presenter lines so the exchange sounds like a genuine broadcast, not a question bolted onto a speech.
- Rehearse the opening and closing so the wider-audience framing is clear from the first moments and sustained to the end.
Try the lesson
The start of the Component 3: Spoken Language (Non-exam assessment): Where the audience is the teacher only, the presentation and dialogue must be designed in such a way that it could have a potentially wider audience than just one person (e.g. it replicates a television interview). lesson, made from checked teaching notes for this specification point.
Have a go first
If a student is delivering their Spoken Language presentation to an audience consisting only of their teacher, how must the presentation and dialogue be designed?
Listen
This is centre guidance on how to design a spoken-language presentation when the only live listener is the teacher. The design must still imply a wider potential audience, so the learner should build in conventions that address an imagined public: a named or implied audience, a clear purpose, and a register suited to broadcasting or public speaking. A useful method is to frame the piece as a television interview: the learner presents to camera, a partner or the teacher takes the interviewer role, and questions and answers are scripted to sound like a broadcast exchange. The learner should rehearse the framing so the wider audience is evident in the language, structure and delivery, not merely asserted. The teacher assesses the performance against the spoken-language criteria, not against invented marks. A common slip: Assuming that because only the teacher is present, the talk can be a private conversation with no wider audience. Instead, design the piece so it reads as if broadcast or delivered to a public audience. Exam tip: Decide early who the implied wider audience is and keep that audience visible in your vocabulary, tone and structure throughout.
Key words
Say what each word means before you turn the card.
Designing for an implied wider audience
Try answering aloud or in your head before turning the card.
Public-facing register and structure
Try answering aloud or in your head before turning the card.
Interview and broadcast conventions
Try answering aloud or in your head before turning the card.
Rehearsal and delivery
Try answering aloud or in your head before turning the card.
See every definition
- Designing for an implied wider audience
- Building the presentation and dialogue so that it could have a potentially wider audience than just the teacher, for example by replicating a television interview.
- Public-facing register and structure
- Making the language, structure and delivery consistently suit the implied public audience, so the wider audience is evident and not merely asserted.
- Interview and broadcast conventions
- Framing the piece as a television interview, with the learner presenting to camera, a partner or the teacher as interviewer, and scripted questions and answers that sound like a broadcast exchange.
- Rehearsal and delivery
- Rehearsing the framing so the wider audience is evident in the language, structure and delivery, with the opening and closing making the wider-audience framing clear and sustained to the end.
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