Speaking and listening hints and tips - CCEA

The material on this page is designed to help you with revision and preparation for your CCEA GCSE English Language assessments. It applies to Unit 2: Speaking and listening.

• Unit 2 is a controlled assessment unit, worth 20% of your final mark
• This assessment consists of three tasks, to be completed in class:
  1. Individual presentation and interaction
  2. Discussion
  3. Role play
• In each of these three tasks, you will be assessed on your ability to:
  • Communicate clearly
  • Listen and respond to others’ ideas
  • Interact with others
  • Create and sustain different roles

Useful guidance for English Language controlled assessments can be found on the CCEA support page – select the Student Guidance tab. For further advice on controlled assessments, please consult your teacher.

To help you decide on a style of speaking that is suitable for a particular situation or context you should think about:

• who you are speaking to
• why you are speaking to them

For example, in a conversation with friends you are likely to use a very different style of speaking and listening than you would in a formal presentation to an unfamiliar audience.

Ask yourself the following key questions when preparing for speaking and listening:

• Who are your audience?
• How old are they?
• What matters to them?
• What do you want them to do or feel?
• Why should they listen to you?

Your answers to these questions should help you focus on how you might best speak to your audience in an interesting and convincing way.

Be clear about your purpose in presentations and discussions. Is your aim:

• To persuade your audience to do something, eg to stop dropping litter?
• To convince your listeners that your point of view is a fair one to hold?
• To entertain your audience?
• To share important information?
• To give instructions, a report, advice or explanation?

It is a good idea to prepare notes in advance of formal speaking and listening situations and to practise beforehand in front of people.

Standard English is a variety of English most easily understood by a wide audience. It isn’t the only or ‘correct’ form of English – there are words unique to regional dialects and generational differences too.

However, Standard English is most suitable for formal occasions or where the audience is large or unknown. If everyone speaks in a standardised variety of English, we are more likely to understand each other. It is also the form of English rewarded in GCSE Speaking and Listening tasks.

What about informal language?

Standard English is formal – it does not include informal language. We use informal language in situations where Standard English is not necessary or might not be appropriate.

For example, we might use informal language like colloquialisms when we are with our friends or family. Your idiolect might include slang words and phrases that are particular to your age or social group. For example, think of the following words you might use to describe your sports shoes. Perhaps you would use one of the following:

• sneakers
• daps
• trainers
• runners

Most speakers would understand the word ‘trainers’, but the other words could be considered more informal or slang words.

When using informal language it is also common to use contractions – shortened versions of phrases such as ‘gonna’ for ‘going to’, ‘innit’ for ‘isn’t it’ and ‘I ain’t’ for ‘I am not’. These contractions are not appropriate for formal speaking situations, but it would still be acceptable to use contractions like ‘I’m’ and ‘don’t’.

Here is an example of Catherine Tate’s comedy character Lauren Cooper using informal language to speak to her teacher. Notice how her language seems out of place.

Dialect is the form of language used by a group that live in a particular area. If a speaker is using a dialect, they may use different words, spellings or even order their sentences in different ways. For example, in Newcastle (in north-east England) the word 'gadgie' means man.

These non-standard English words and forms are easily understood by certain groups of people, but might be unfamiliar to other groups. Although dialect words can be acceptable in formal English, it's important to think about your audience and purpose when deciding whether to use them or not.

When you are analysing two pieces of spoken language, you are doing more than just spotting features. You are thinking about how speakers use language to shape meaning and influence their audience. Both what is said and how it is delivered matter.

The terms in the glossaries below will help you describe what you hear, but the key skill is explaining their impact. It is not enough to say that a speaker uses fillers, pauses or informal language – you need to think about why they use them and what effect they have.

Think about how the speaker presents themselves, how they connect with their audience and how their choices influence the message. Strong analysis shows that you understand not just the terms, but the difference they make.

Adjective

A word that describes a noun.
Example: The blue car sat in the long driveway.

Alliteration

Words which have the same starting letter or sound.
Example: Peter Piper picked a peck of pickled peppers.

Anecdote

A short personal story to illustrate a point.
Example: When I was ten, I struggled with reading – until I discovered my love for the Harry Potter books.

Comparative Adjective

An adjective used when comparing two things.
Example: This book is better than the last one.

Direct Address

Speaking directly to the audience.
Example: You have the power to make a difference.

Emotive Language

Words that stir emotions in the listener.
Example: Thousands of innocent lives were lost.

Exaggeration

Overstating something to make a point.
Example: There are miles of shops in the new shopping centre!

Expert Opinion

Referencing someone with authority in a particular area.
Example: Dr Smith, a leading psychologist, says this method works.

Facts and Statistics

Using data or factual information to support a point.
Example: 90% of students improved their grades after study camp.

Flattery

Being complimentary to your audience to gain their support.
Example: An intelligent audience like yourselves will understand the problem.

Hyperbole

An extreme form of exaggeration used for dramatic effect.
Example: I have told you this a million times before!

Inclusive Pronoun

Pronouns that include the audience such as we and us.
Example: We all can see what is happening.

Metaphor

Saying something is something else to create imagery.
Example: Time is a thief.

Onomatopoeia

Words that imitate sounds.
Example: The loud tick-tock of the old grandfather clock.

Personification

Giving human traits to non-human things.
Example: The wind whispered in the trees.

Promises/Incentive

Offering a benefit or bonus to persuade the listener.
Example: Sign up today and get a free trial.

Pun

A play on words for effect, often humorous.
Example: I used to be a baker, but I couldn’t make enough dough.

Repetition

Repeating words or phrases for emphasis.
Example: We must act now. We must act together. We must act before it is too late.

Rhetorical Question

A question asked for effect, which does not require an answer.
Example: Who would say no to ending world poverty?

Rule of Three (or Triple)

Ideas or words which are grouped in threes for impact.
Example: This plan is smart, simple and sustainable.

Simile

Comparing two things using like or as.
Example: She was as cold as ice.

Superlative Adjective

An adjective used to describe the extreme of three or more things.
Example: She is the fastest runner in the county.

Communication is not just about the words you say. It is also about how you say those words (eg the tone and volume of your voice) and the way you look, stand, sit and move in relation to your listeners. This is what is meant by body language.

You can enhance or undermine anything you say in face-to-face communication depending on how you use your body language. Imagine two people, Kara and Jordan, both saying “That’s great!”. Kara is smiling, has her arms open and is looking at you as she says this. Jordan is frowning, has his arms folded and is looking at his feet. Notice how the use of body language results in two very different interpretations and outcomes of the attempted communication.

Be aware of your body language when you are speaking and listening. You show your interest in or dislike of a topic with your:

• eye contact
• posture
• gestures

Make eye contact with your listeners, but not for too long.

Making frequent but not overly intense eye contact when you speak will reassure your listener that you are interested in their response. In everyday conversation we naturally look at the people we talk to. It would seem strange if you were speaking to one person, while looking at somebody else.

It’s the same for all face-to-face situations when you use spoken language. You need to look at the people you are speaking to. You shouldn’t stare intently though as that is likely to make your listeners uncomfortable.

In one-to-one situations eye contact can be helpful to show that you are focused on a particular aspect of the conversation. It shows that you have something important to say at that moment and also that you care about what the other person is saying.

If you are presenting to a larger audience, you can move your gaze across your listeners as you talk, making only very brief eye contact with individuals, holding for maybe a second or so, before moving on. This will help your listeners to feel included.

We give clues about what we are thinking by the way we sit or stand. That doesn’t mean that everyone who sits upright is interested or that everyone who slumps is bored. But paying attention to posture can help us communicate a message more clearly.

Posture is usually interpreted at a subconscious level. Here are some examples of posture with some generally accepted meanings:

You can use your own posture to your advantage when you are in a discussion or giving a presentation. Show that you are interested and engaged with a speaker by leaning slightly towards them and tilting your head to one side. Feel the difference yourself, for example, when you fold your arms and sit back in your chair.

To appear more confident when delivering a speech or presentation:

• plant your feet firmly on the ground, about hip distance apart
• roll your shoulders back
• keep your chin up
• keep your arms relaxed and by your side, unless you are making specific gestures

Even if you don’t feel confident on the inside, this posture will go some way to convincing your audience that you know what you’re talking about.

Gestures are movements that we make naturally when we speak. Some people use lots of gestures and ‘talk with their hands’. Others use more subtle gestures.

Not all gestures are universal and some have different meanings according to your culture.

Here are some common gestures that you might recognise:

You can often understand a conversation, at least in part, from gestures alone. Watching a television conversation with the sound off, you can often still understand what’s going on in general. Gestures indicate emotion and that carries a great deal of information.

When you are delivering a presentation or speech, think about how you can use gestures and facial expressions to emphasise certain points you want to make. Plan in advance where gestures will be effective and practise your talk as if you are rehearsing for a play.

In this clip, notice how the politicians’ gestures speak as loudly as their words.

The meaning of your words is affected by how you choose to use your voice.

For example, you might whisper if you want to say something that only one person should hear, shout loudly if you’re trying to get someone’s attention. You might use a sarcastic tone with a friend and a polite tone with someone you respect. You might speak slowly in some situations and quickly in others.