Understanding Speech Basics

Overview

In this first lesson of a six-lesson unit, students explore what makes a speech effective. They identify purpose, audience, form and structure, then analyse short speech extracts and discuss why particular speeches resonate with them.

Learning intentions

• WALT identify the purpose and intended audience of a speech.
• WALT recognise the main structural parts of an effective speech.
• WALT explain how language choices can connect with an audience.
• WALT plan ideas using notes and a clear organisational structure.

Success criteria

• I can identify who a speech is for and what it is trying to achieve.
• I can describe the role of an introduction, body and conclusion.
• I can give evidence for why a speech is engaging or memorable.
• I can organise my thinking in clear sections.

Curriculum links

• Oral Language — Presenting to others: effective presentation planning for audience, purpose and form.
• Oral Language — Presenting to others: using form-specific language and structural devices.
• Oral Language — Presenting to others: responding to an audience using relevant examples, analogies and figurative language.
• Writing — Planning and practices: selecting note-taking strategies and structuring ideas into cohesive sections.

Lesson structure (45 minutes)

1. 0–5 min · Hook: speeches that stay with us. Teacher opens with the speech hook slides and asks, “What makes some words stay in our minds long after we hear them?” Students silently recall a speech, whakataukī, announcement, film speech or spoken message they remember, then share one reason with a partner. Accept a range of cultural and community examples; students do not need to name a famous speaker.

2. 5–12 min · What is a speech? Teacher uses the speech elements slides to establish that a speech is planned spoken communication shaped by purpose, audience and form. Model a simple example, such as a student speaking to the school council about reducing single-use plastic. Think aloud: the purpose is to persuade, the audience is the council, and the language should be respectful, clear and relevant. Students record the three key questions on the speech basics worksheet: Who is speaking? Who is listening? What response does the speaker want?

3. 12–20 min · Structure and signposting. Teacher displays the speech structure slides and explains the three-part structure: introduction to gain attention and state the topic; body to develop reasons, examples or evidence; conclusion to reinforce the message and invite a response. Introduce signposts such as “First…”, “For example…”, “On the other hand…” and “To conclude…”. Briefly model how a rhetorical question, inclusive pronouns such as “we” and “our”, and an analogy can build connection. Students label the introduction, body and conclusion in a short model speech on the worksheet.

4. 20–31 min · Speech resonance investigation. Teacher forms groups of three or four and distributes the speech analysis section. Play or read two short, age-appropriate speech extracts from the slides: one advocating a school improvement and one addressing a wider community issue. Students identify each speech’s purpose and audience, underline an engaging feature, and explain its likely effect. Groups then discuss: What feels authentic? Which example or phrase helps the listener understand? How does the speaker invite the audience to care? Teacher circulates, prompting students to refer to specific words rather than simply saying a speech is “good”.

5. 31–39 min · Share and compare. Teacher uses the discussion and comparison slides to display a comparison grid. Each group shares one observation, while the teacher records responses under purpose, audience, structure and language. Students listen for similarities and differences, then complete the sentence: “This speech resonates with its audience because…” Encourage students to consider different experiences and viewpoints respectfully, and to explain that an effective speech is not necessarily effective for every audience.

6. 39–45 min · Individual synthesis and exit check. Teacher returns to the plenary slides and asks students to complete the final section of the worksheet independently. Students write a possible speech topic, intended audience, purpose and one attention-grabbing opening line, such as a rhetorical question or bold statement. Invite two or three volunteers to read their opening lines. Collect the worksheet or photograph responses for planning the next lesson.

Resources

• the complete speech basics slide deck
• the speech basics and analysis worksheet
• Two short, teacher-selected speech extracts, printed or displayed
• Whiteboard and markers
• Timer
• Optional audio playback and speakers

Assessment

• Listen during partner and group discussion for accurate identification of purpose, audience and intended response.
• Check worksheet annotations for recognition of introduction, body, conclusion, signposting and audience-focused language.
• Use the final planning response as an exit check: students should name a topic, audience, purpose and suitable opening line.

Differentiation

• Provide a word bank on the worksheet: audience, purpose, persuade, inform, entertain, introduction, evidence, conclusion, signpost and response.
• Support students with sentence frames: “The audience is…”, “The speaker wants listeners to…”, and “This phrase is effective because…”.
• Allow students to hear the extracts more than once, work with a supportive partner, or respond orally before writing.
• Extend confident students by asking them to explain how the same topic would require different language for a class, principal, whānau or local council.
• Ensure extracts and examples represent varied cultures, communities and experiences. Avoid requiring students to disclose personal experiences; they may analyse a fictional or public example instead.