IGCSE First Language English - How to write an INFORMATIVE SPEECH!

Main ideas / lessons (what the video teaches)

• Practice first, then attempt exam questions: Build confidence by writing the required text types before jumping into specific IGCSE speech (and related directed-writing) questions.
• Write an engaging informative speech using specific speech features: Include persuasive, audience-focused techniques to strengthen style and impact.
• Use a memorable “hook” and targeted language choices: Open with something engaging (avoid generic introductions) and use rhetorical questions, repetition, pronouns, anecdotes, and emotive vocabulary.
• Structure arguments like a speech (not like other text types): Still use connectives and sentence variety, but keep a clearly speech-like, audience-facing tone.
• Choose content that feels real and relevant: Focus on issues students genuinely face—especially social media—and argue for balance in what high school should be (more than just exams).

Methodology / checklist of techniques for writing a speech

The video presents “A R I P F O R E S T” (also called aRIpforest) as a memory tool for speech language devices/choices. You don’t need to use all of them—aim to use a range.

A R I P F O R E S T (speech techniques)

• A — Alliteration
• R — Repetition
• I — Imperative
• P — Personal pronouns (direct address, e.g., “I want you all to…”)
• F — Emotive language
• O — Facts over opinions
• R — Rhetorical questions
• E — Exaggeration

• S — Statistics / (force-detects statistics) (Subtitle text is unclear; intended meaning appears to be “use statistics.”)

• T — Triplets (Mentioned as “triplets” after the list was read once.)

Additional speech features highlighted (beyond A R I P F O R E S T)

• Address the audience clearly
• Use anecdotes (a personal story that humanizes your speech)
• Use rhetorical questions to stimulate thought (even without expecting answers)
• Use a range of vocabulary choices
  • Ambitious vocabulary
  • Precise vocabulary for effect
• Use a range of sentence structures
  • Include short sentences for impact
  • Mix compound, simple, and complex sentences
• Use humor/colloquial language when appropriate
  • Humor or sarcasm may fit depending on the topic
• End with an appropriate closing
  • Thank listeners for listening

Opening “hook” guidance (from the annotated model)

Avoid the generic opening:

“Hello, my name is… I’m here to talk to you about…”

Instead, open with techniques such as:

• Rhetorical question
• Anecdote
• Imperatives
• A topic-setting, engaging line

The model opening used:

• A comparison/metaphor: high school as a journey
• A rhetorical question: “does this still ring true for students today?”
• Audience address using pronouns like “I want you all…”

What the model speech argues (content points)

• High school is difficult for many students today.
• Traditional complaints (e.g., “exams are easier now,” “teachers aren’t as strict”) aren’t the only issue—modern pressures increase the challenge.
• A key pressure: social media
  • Students are constantly connected (Facebook, Twitter/X, Snapchat, TikTok, etc.)
  • Social media fuels the need to belong / “fit in”
  • It can lead to online unkindness and bullying
  • It can harm mental health
  • Exposure to filtered selfies can damage self-esteem
  • Schools can feel like “exam factories,” shrinking high school into tests rather than a broader life journey
• The speaker calls for balance:
  • High school should support academic, social, and spiritual development
  • It should be more about self-discovery and learning about the world, not only exam preparation
• The speech closes by reinforcing that understanding these pressures is a first step toward helping students succeed.

Speakers / sources featured

• Single speaker/creator: The YouTube presenter (IGCSE Success channel; teaches speech writing and addresses the audience as “hi guys”).
• No other distinct named sources or speakers appear in the subtitles (only references to social media platforms and general classroom examples).