Public Speaking Basics

Lesson Overview

Duration: 45 minutes
Class Size: 1 student
Unit: Exploring Language and Literacy (Lesson 15 of 18)
Age Group: Year 12 (16–17 years)
Curriculum Focus: National Curriculum for England – Key Stage 5 English Language and Literature
Main Aim: To develop clear articulation of ideas and improve audibility and fluency in spoken language through structured practice in public speaking

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Learning Objectives

By the end of this lesson, the student will be able to:

• AO1: Demonstrate the ability to articulate ideas coherently and confidently in spoken English, adhering to conventions of Standard English.
• AO2: Employ effective vocal techniques (volume, pace, intonation, clarity) to enhance audibility and fluency.
• AO3: Organise and present ideas logically within a brief public speaking exercise, reflecting awareness of audience and purpose.
• Literacy Focus: Develop confidence and skill in spoken language, fulfilling the National Curriculum’s Spoken Language Programme of Study for Key Stage 5 (post-GCSE transition).

Relevant National Curriculum References:

• Spoken Language Programme of Study (English, KS5):
  • "using spoken language confidently, effectively, and persuasively in different contexts, for different purposes and audiences"
  • "listening and responding appropriately to spoken language"
  • "using Standard English fluently and effectively"

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Resources Needed

• Timer or stopwatch (phone/tablet)
• A quiet space with minimal distractions
• Recorder or smartphone to capture speech for playback and reflection
• Prepared prompts or short topics suited to student’s interest (e.g., current affairs, literature, or culture)

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Lesson Structure

1. Introduction & Objectives (5 minutes)

• Brief discussion on the importance of public speaking skills in academic and professional contexts.
• Overview of today’s lesson objectives, emphasizing articulation, audibility, and fluency.
• Connect the activity to real-world applications: university interviews, presentations, debates.

Engagement Prompt:
"Think about a speaker you admire — what makes their speaking compelling and clear?"

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2. Micro-Lecture & Modelling (8 minutes)

• Delivered mini-lecture on key elements of effective public speaking: articulation, pace, volume, pitch, and clarity.
• Introduce basic vocal exercises to warm up (e.g., tongue twisters, breath control).
• Model a brief 1-minute speech on a neutral topic (e.g., ‘Why reading literature matters’) demonstrating best practices.

Teacher uses annotation while modelling (e.g., signals volume and pace shifts, clear articulation)

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3. Student Practice – First Attempt (10 minutes)

• Student selects a short, prepared prompt or chooses from teacher-provided options.
• Student delivers a 2–3 minute speech practising clear articulation and audibility.
• Teacher records the speech for playback.

Teacher’s Role:

• Observe, noting areas of strength and areas for development (voice projection, fluency, clarity).
• Encourage self-awareness and reflection.

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4. Feedback and Peer Reflection (7 minutes)

• Replay student’s recorded speech.
• Guided, structured feedback session using the following criteria:
  • Clarity of articulation
  • Volume and audibility
  • Fluent flow without excessive pauses or fillers
  • Logical progression of ideas
• Student self-evaluates against these criteria and identifies two areas of improvement.

Teacher introduces “Positive, Practicable, Personal” feedback method:

• Positive: What worked well?
• Practicable: What can be improved?
• Personal: How does it feel to speak publicly?

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5. Refinement and Second Attempt (10 minutes)

• Student applies feedback and performs the speech again, focusing on identified improvements.
• Teacher records second attempt for final review.
• Brief discussion immediately following: feelings, improvements noticed.

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6. Plenary & Reflection (5 minutes)

• Reflective discussion on progress made during the lesson.
• Student completes a quick self-assessment: "What three skills did I improve today?" and "What part of public speaking challenges me most?"
• Teacher sets a personalised target for final lesson (lesson 18) regarding public speaking skills practice.

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Assessment & Success Criteria

• Formative Assessment: Observation and feedback during practice speeches and reflection discussions.
• Self-Assessment: Student’s ability to critically evaluate their own speaking performance.
• Success Criteria:
  • Clearly articulated speech with minimal hesitation
  • Audible delivery with appropriate volume and pace
  • Logical structure evident in speech content
  • Demonstrates engagement with public speaking techniques introduced

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Extension Ideas (for Independent Learning)

• Student to keep a brief "Speech Success Journal" recording challenges, improvements, and new techniques experienced throughout the unit.
• Suggest participation in wider school activities such as debating club or speaking competitions.
• Encourage recording a short speech at home on a selected topic to foster continuous practice and self-reflection.

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Differentiation & Personalisation

• As this is a one-to-one lesson, all content and pacing are adapted to student’s individual needs and interests.
• Support provided verbally and through modelling examples.
• Encouragement of student choice in topics heightens engagement and relevance.
• Flexibility to break down speech into smaller parts if fluency is a struggle.

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Teacher Reflection Notes (Post-Lesson)

• Evaluate student confidence and fluency development across attempts.
• Note vocal control progress and identify if further technical exercises are necessary before next lesson.
• Plan to incorporate more sophisticated rhetorical devices or audience engagement strategies in later lessons as appropriate.

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This lesson plan aligns closely with the National Curriculum’s spoken language requirements for post-16 students and supports development of critical communication skills essential for academic and professional success.