Speech to Inform — English Speaking Board (International) Ltd QCF Dance & Performing Arts Revision

    This subtopic equips candidates with essential skills for delivering structured informative talks, combining clear speech, research, and effective use of a

    Topic Synopsis

    This subtopic equips candidates with essential skills for delivering structured informative talks, combining clear speech, research, and effective use of audio/visual aids. It emphasises the ability to engage an audience through storytelling of real-life news, construct a reasoned argument on a topical issue, and actively participate in interactive discussion. Mastery of these elements demonstrates confident spoken communication applicable to both academic and everyday contexts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Speech to Inform

    ENGLISH SPEAKING BOARD (INTERNATIONAL) LTD
    vocational

    This subtopic equips candidates with essential skills for delivering structured informative talks, combining clear speech, research, and effective use of audio/visual aids. It emphasises the ability to engage an audience through storytelling of real-life news, construct a reasoned argument on a topical issue, and actively participate in interactive discussion. Mastery of these elements demonstrates confident spoken communication applicable to both academic and everyday contexts.

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    Learning Outcomes
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    Assessment Guidance
    10
    Key Skills
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    Key Terms
    10
    Assessment Criteria

    Assessment criteria

    ESB Level 1 Award in Speech (Grade 2)
    ESB Level 2 Certificate in Speech (Grade 4)

    Topic Overview

    The ESB Level 1 Award in Speech (Grade 2) is a foundational qualification in the Dance & Performing Arts suite, designed to develop your oral communication and performance skills. This grade focuses on building confidence in speaking clearly, expressively, and with purpose. You will learn to present a prepared talk, read aloud with understanding, and engage in a short conversation about your chosen topic. The award is ideal for students aged 11+ who want to improve their public speaking, whether for school, future exams, or personal growth.

    Why does this matter? In today's world, the ability to speak confidently and coherently is invaluable. This qualification not only prepares you for higher-level ESB speech awards but also enhances your performance in other subjects like English, drama, and even job interviews. By mastering Grade 2, you'll develop key skills such as structuring a talk, using eye contact, and varying your voice to convey meaning. These are transferable skills that will serve you throughout your education and career.

    Within the broader Dance & Performing Arts curriculum, speech work complements physical performance by focusing on vocal expression. While dance and drama emphasise movement, speech hones the instrument of your voice. Grade 2 acts as a stepping stone to more advanced awards, where you'll tackle longer speeches, poetry recitals, and group discussions. It's a practical, hands-on qualification that encourages you to find your voice and share your ideas with others.

    Key Concepts

    Core ideas you must understand for this topic

    • →Structure of a talk: Your prepared talk should have a clear beginning, middle, and end. Start with an engaging introduction, present your main points in a logical order, and finish with a strong conclusion.
    • →Vocal variety: Use changes in pitch, pace, and volume to keep your audience engaged. For example, slow down for important points and raise your pitch for questions or excitement.
    • →Eye contact and body language: Look at your audience (not just the examiner) to build rapport. Stand still but relaxed, and use natural gestures to emphasise key ideas.
    • →Reading aloud with expression: When reading a short passage, you must convey the mood and meaning through your voice. Practice pausing at punctuation and stressing key words.
    • →Listening and responding: In the conversation section, listen carefully to the examiner's questions and answer fully, giving reasons or examples where possible.

    Learning Objectives

    What you need to know and understand

    • Demonstrate the ability to research and organise content into a clear talk with logical flow.
    • Select and justify the use of appropriate audio/visual materials to enhance audience comprehension.
    • Present a real-life news story accurately, adapting tone and pace for listener interest.
    • Construct a persuasive argument on a topical issue, distinguishing between fact and opinion.
    • Engage in a question-and-answer session, responding thoughtfully and building on others' views.
    • Evaluate the effectiveness of own and peers' talks against given criteria.
    • (1) Deliver a 4-minute talk in relation to a personal interest or curriculum topic, using audio and/or visual support. (2) Review a news item from an online or paper-based source. (3) Deliver a persuasive argument concerning a current social, political, economic or environmental issue. (4) Participate in a formal discussion.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for a well-defined introduction that establishes the topic and purpose.
    • Evidence of thorough preparation, including citation of sources for news stories or arguments.
    • Audio/visual aids are seamlessly integrated and not disruptive to the speech flow.
    • Spoken delivery demonstrates clarity, appropriate vocabulary, and minimal reliance on notes.
    • During interaction, candidates listen actively, acknowledge others' points, and offer constructive contributions.
    • The argument includes a balanced consideration of counterpoints or alternative perspectives.
    • Award credit for a well-structured talk that includes a clear introduction, logical progression of ideas, and a concise conclusion, with seamless integration of audio/visual aids.
    • In the news review, credit accurate summarisation of key facts, identification of the source and its reliability, and personal reflection on the item's significance.
    • For the persuasive argument, reward clear expression of a stance, use of rhetorical devices (e.g., rhetorical questions, tripling), and substantiation with evidence or examples.
    • In the formal discussion, assess active listening through relevant follow-up questions, respectful challenge, and the ability to build on others' points while maintaining focus on the topic.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Rehearse the talk with the visual/audio supports to ensure technical fluency and timing.
    • 💡Structure the news story using the 5 Ws (Who, What, When, Where, Why) to maintain clarity.
    • 💡For the argument, practice anticipating opposing views and prepare concise rebuttals.
    • 💡Use natural gestures and vocal variety to maintain engagement without being overly theatrical.
    • 💡In discussion, pause before answering to show consideration, and build on ‘Yes, and…’ rather than contradicting directly.
    • 💡Practice your 4-minute talk until the structure is internalised, so you can maintain eye contact and adapt to audience reactions without relying on a script.
    • 💡Choose a news item that genuinely interests you; authentic engagement will come across and allow for more insightful commentary.
    • 💡In the persuasive argument, address counter-arguments briefly to show balanced reasoning—this strengthens your credibility.
    • 💡For the discussion, prepare open-ended questions in advance to sustain conversation, and consciously demonstrate listening by paraphrasing others' ideas before responding.
    • 💡Tip 1: Choose a talk topic you genuinely care about. Your enthusiasm will naturally make your delivery more engaging. Avoid overly complex subjects – keep it simple and personal, like a hobby, a favourite book, or a family tradition.
    • 💡Tip 2: Practise in front of a mirror or record yourself. Watch for nervous habits like fidgeting or looking at the floor. Aim to maintain eye contact with your audience (or the camera) for at least 70% of the time.
    • 💡Tip 3: For the reading aloud section, read the passage silently first to understand its meaning. Then, decide where to pause, which words to emphasise, and what emotion to convey. Practise reading it aloud several times until it sounds natural.

    Common Mistakes

    Common errors to avoid in your coursework

    • Reading from a script instead of maintaining eye contact and conversational tone.
    • Overcrowding slides or materials with text, leading to audience distraction.
    • Presenting the news story without highlighting its relevance or human interest angle.
    • Confusing emotional appeals with logical reasoning in the argument.
    • Failing to provide specific examples or evidence to support the main points.
    • Becoming defensive or dismissive when responding to challenging questions.
    • Candidates often read directly from notes or slides rather than speaking naturally, reducing eye contact and audience engagement.
    • Visual aids are sometimes treated as an afterthought, with slides overloaded with text or irrelevant images that distract rather than support.
    • News reviews may become simple summaries without critical analysis or personal insight, failing to demonstrate understanding of the source's perspective or impact.
    • During discussions, candidates can dominate or withdraw; many mistake assertiveness for persuasion and neglect collaborative dialogue.
    • Misconception: 'I just need to memorise my talk word-for-word.' Correction: While you should know your content, reading from a script or reciting robotically loses marks. Instead, use bullet-point notes and speak naturally, as if explaining to a friend.
    • Misconception: 'The conversation is just a chat, so I don't need to prepare.' Correction: The examiner will ask questions related to your talk topic. Prepare by thinking about possible questions and practising your responses. This shows depth of knowledge and confidence.
    • Misconception: 'Reading aloud is easy – I just need to say the words.' Correction: Reading aloud requires you to interpret the text. You must show you understand it by using appropriate expression, pace, and emphasis. Practice reading different types of texts (stories, poems, information) to improve.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Before starting Grade 2, you should have completed ESB Level 1 Award in Speech (Grade 1) or have equivalent experience in basic public speaking. This ensures you are comfortable speaking in front of others and can structure a simple talk.
    • •A good grasp of English grammar and vocabulary is helpful, as you will need to express ideas clearly and answer questions in full sentences.
    • •Familiarity with reading a variety of texts (e.g., stories, poems, non-fiction) will make the reading aloud section easier. If you haven't done Grade 1, consider practising short talks and reading aloud at home or in class.

    Key Terminology

    Essential terms to know

    • Informative speech structuring
    • Visual and audio support integration
    • News narrative delivery
    • Argument development and reasoning
    • Active listening and responsive dialogue
    • Audience engagement techniques
    • (1) Deliver a 4-minute talk in relation to a personal interest or curriculum topic, using audio and/or visual support. (2) Review a news item from an online or paper-based source. (3) Deliver a persuasive argument concerning a current social, political, economic or environmental issue. (4) Participate in a formal discussion.

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