ESB Garded Examinations in Speech Teacher Gudiance: Advanced

 Ask students to think about the poliƟcal, economic, social, historical and cultural context of the piece. When introducing their piece, they should look to make connecƟons about how the context shaped the text.  Encourage students to pracƟse their piece oŌen to develop a real understanding of it. Here, we are looking for a synopsis of the author’s use of language and how this language gives meaning to the piece. Reading the text on a regular basis will help students to gain a clear familiarity with, and knowledge of, the text.  When the piece has been memorised, encourage students to experiment with different ways of emphasising certain words or phrases. In addiƟon to pitch, pace and tone, students can bring aƩenƟon to a word or group of words by inflecƟon, which is the slide or glide of the voice in an upward or downward direcƟon.  Ask students to consider their breathing when preparing to deliver their piece. Breath control can play a very important role in adding emoƟon and feeling to a piece, such as happiness, relief or melancholy. It is worth encouraging students to pracƟse increasing the amount of breath taken to sustain longer phrasing in speech. Please watch the Suggested Choices  secƟon for a list of recommended pieces of poetry and drama.

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