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50 Persuasive Speech Topics for High School Students

September 9, 2024

Throughout high school, students will be asked to write about topics and make compelling arguments for certain positions. These persuasive speeches and other writing assignments train a student's communication skills. Creating a compelling, persuasive speech is a powerful skill that will help students in all aspects of their careers, not just in writing courses. The ability to write persuasively will especially have a huge effect on your admissions results when writing your personal statements and essays for college. 

With a powerful speech, students can express their opinions, influence others, and develop critical communication skills for school and the workplace. Choosing the right topic for a speech is often as important as how well it's written. To help you find the right topics for your audience, here are 50 persuasive speech topics you can use to help you get started with your writing. 

Want an expert's opinion on your college applications? Book a free strategy call and begin your admissions journey today! 

What Makes a Good Persuasive Speech Topic?

Compelling persuasive speech topics are relatable, debatable, and relevant. Students should investigate a topic they're passionate about and will intrigue an audience. Don't just take an easy position everyone can agree with—audiences are interested in ideas they may have never heard before, expressed enthusiastically by a passionate speaker. 

When ideating a topic, find something with clear, opposing viewpoints. Research the available arguments and present your speech in a way that promotes a meaningful discussion. For example, topics regarding the use of social media, the right to freedom of speech, and the Supreme Court are general and can engage a wide audience. 

Topics that everyone agrees with, have no opposing viewpoints, and require no research will not make for interesting speeches. Choose a topic that will challenge you and your audience, but avoid being offensive or controversial for its own sake. A topic you're genuinely interested in—like renewable energy for engineering students or social media platforms for communications students will make writing a compelling speech much more natural. With additional research and effective writing techniques, you can craft a speech to captivate an audience. 

How to Choose the Right Persuasive Speech Topic for Your Audience

Choosing the right topic starts with knowing your target audience. While ideating, consider:

• Who are you targeting? 
• What do you want to convince them? 
• What counter-arguments may they have? 

Think about those who would agree with you, be on the fence with you, and who would directly oppose your viewpoint. Writing persuasively is not just about presenting facts and hoping others agree. It's about making an emotional connection with your audience and using that impression to shift their thinking. 

Once you've given careful thought to those you'd be presenting to, brainstorm persuasive speech topic ideas that may resonate with them. Make a list of potential ideas and interrogate their merit. Consider current events, personal experiences, and issues others may relate to. Then, narrow down your list to the persuasive topics you would be most interested in—as an audience member and a researcher. 

Once you've landed on a few interesting topics, don't rest on them. Ask for feedback and get insights from family, friends, and teachers. Outside perspectives are important; others may have experiences that could provide you with valuable knowledge to use when refining your topic. 

50 Persuasive Speech Topic Ideas

School topics.

• The Benefits and Drawbacks of Mandatory School Uniforms
• How Effective is the School Grading System?
• How Students can Shape their Curriculum
• Is Homework Beneficial or Harmful?
• How Would Schools Handle a Four-Day Week?

Art and Humanities Topics

• Art or Vandalism: The History of Graffiti
• Art vs STEM: What Should Schools Prioritize?
• AI-Generated Media: How Do Humans Value Art?
• The Correlation Between Art and Mental Health
• Are Video Games the Ultimate Artform?

Social Issues Topics

• The Right to Protest: Traditional Movements vs Digital Activism
• Why do Wealthy Countries have Declining Birth Rates?
• Should For-Profit Prisons be Permanently Abolished?
• Is Healthcare a Human Right?

Environmental Issues

• Why Corporations Need Stricter Plastics Regulation
• Environmental Ethics: Human Development vs Species Preservation
• The Benefits and Drawbacks of Fully Electric Vehicles
• History of Geo-Engineering: Can Society Reverse Climate Change?
• What is Dark Oxygen? The Effect of Deep Sea Mining

Technology and Media Topics

• Should the Government Regulate the Coming AI revolution?
• Where Does Online Misinformation Come From?
• Why Does Social Media Affect Self-Image?
• The Right to Privacy: How Online anonymity affects people's behavior
• Why All Messaging Apps Should Have End-to-End Encryption
• Should Artificial Intelligence be Used in Creative Works?
• Should Social Media Platforms be Accountable for their Users?

Politics and Government

• Should Voting be Compulsory?
• How Public and Private Funding Affect Political Campaigns
• What is gerrymandering? 
• Why Do Some Countries Have Mandatory Military Service?
• The benefits and drawbacks of term limits for elected officials

Sports Topics

• Should esports be officially recognized as part of the Olympic Games?
• MMA and Boxing: The Ethics of Broadcasting Violence
• Has Football Become More Dangerous?
• Should Men and Women compete in the same Leagues? 
• Restrictor Plates: Why Did NASCAR Make Racing Slower?

Economy and Finance

• Should Cryptocurrency be Regulated?
• Does a minimum wage help or hurt the economy?
• Employees vs contractors: How freelance work Affects commerce
• Is Universal Basic Income a Viable Option?
• When should the Government regulate the Market?

STEM Topics

• What are the Benefits of Mars Colonization?
• City Planning: How US Infrastructure Affects the Environment
• Why Nuclear Energy is the Cleanest, Safest, and Cheapest Option
• Why the US Hasn't Returned to the Moon Yet
• Where will Technological Implants take Human Evolution?

Culture and Entertainment Industry Topics

• How Binge-Culture Has Affected Our Attention Spans
• How Streaming Services Caused the 2023 Writers Strike
• Why are actors paid so highly? Hollywood's income inequality
• Should IP Copyright be abolished? 

Enhance Your Academic Profile With InGenius Prep

Crafting a persuasive speech isn’t just about presenting facts—it’s about connecting with your audience, understanding their perspectives, and sparking meaningful conversations. These skills are especially important in the college admissions process, where every aspect of your college application is trying to convince an Admissions Officer you're worthy of acceptance. 

For more on college applications, InGenius Prep's counseling services are designed to guide high school students through every step of the admissions process. With a focus on story-telling, candidacy building, and highlighting the most impactful aspect of your student profile, we’ll help you capture the attention of your admissions officers. 

Ready to take the next step? Book a free strategy call with an advisor today to start your admissions journey.

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SPEECH WRITING ESSAY

Writ a speech you should give to the people in your community on how to keep the environment clean.

Your speech must contain the main content, how to keep the environment clean

Your speech must contain the features below:

i. The title or heading ii. Introduction iii. Body iv. Conclusion

CONTENT EXAMPLES

HOW TO KEEP THE ENVIRONMENT CLEAN

Your paragraphs should be well developed and properly linked.

You must check your spellings and punctuations and construct meaningful sentences.

Ensure that you use capital and small letters correctly at their appropriate places, thus for instance I for the pronoun "I" and not "i", etc.

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80 Impromptu Speech Topics For High School Students

Could you share a few words about yourself? This is one of the common questions asked in interviews, scholarships, or even when getting to know a new group of people. While you may be confused as to the pieces of information to be shared, it is so important to be present in the moment.

It is significant to understand that you are certain to come across various situations that require promptness and creativity. This is why impromptu speech is one of the helpful ways to build this skill for high school students.

Just as history essay topics help you express your words through written communication, impromptu speech allows you to build a better grasp of verbal communication. This article helps you with interesting impromptu speech topics that are thoughtfully selected to help students exercise their critical thinking skills and map their ideas. 

Creative impromptu speech topics for high schoolers 

• The significance of humor in life.
• Technology’s effects on society.
• The advantages of reading.
• The parent’s role in their child’s education.
• The force of goodwill.
• Significance of time management in life. 
• Impact of climate change in everyday life.
• Importance of friendship in life.
• Influence of social media on young adults.
• Public speaking is an art.
• Advantages of exercising.
• Importance of Reducing, Reusing, and Recycling.
• Why is quality education a need for the time?
• Advantages of Goal setting for the future.
• The role of women in history.
• The significance of voting.
• The power of positive thinking.
• The benefits of volunteering.
• The impact of video games on children.
• The value of cultural diversity.
• The role of mentors in life.
• The effects of fast food on health.
• Do dreams have a hidden meaning?
• The importance of forgiving.
• Advantages of picking up a new language.
• Is adventure travel a lesson for life?
• Technology’s function in education.
• The significance of productive dialogue.
• Smoking’s negative consequences on health.
• Importance of building interactive museums for children.
• The influence of good role models.
• Effects of artificial intelligence on human beings.
• Advantages of sports for students.
• Significance of enhancing other skills in high school.
• The importance of cultural customs.
• The function of the media in forming views.
• The value of raising awareness of mental illness.
• Online shopping’s implications on small local businesses.
• Importance of Renewable Energy Sources.
• Why is meditation important for personal well-being?
• The impact of fashion on self-esteem.
• The value of wildlife conservation.
• The importance of learning from failure.
• The effects of overpopulation.
• The significance of personal hygiene.
• Power of storytelling for students and adults.
• The benefits of a healthy diet.
• The impact of space exploration.
• The value of community service.
• The role of art in therapy.
• The importance of sleep for well-being.
• The effects of social inequality.
• Do art activities impact learning in high school?
• The significance of clean water access.
• Importance of saving environmental resources for the future.
• The benefits of learning to play a musical instrument.
• The power of volunteer firefighters.
• The value of cultural heritage preservation.
• The impact of smartphones on relationships.
• The effects of deforestation on the environment.
• Why is empathy an important value for students?
• The importance of supporting local businesses.
• The value of emotional intelligence.
• Is internet privacy an important element in today’s time?
• The role of space exploration in scientific advancements.
• The benefits of eco-friendly transportation.
• The value of lifelong learning.
• The advantages of neighborhood gardening.
• Virtual reality’s effects on education.
• The importance of programs for cultural interaction.
• The function of humor in stress reduction.
• The significance of eco-friendly clothing.
• The results of online activism.
• The value of sustainable resources.
• The efficacy of self-care techniques.
• Advantages of urban gardening.
• The results of schooling in coding.
• The significance of being disaster-ready.
• Impact of music therapy for students.
• Why should you indulge in self-care practices? 

Helpful tips for impromptu speech

Delivering a speech with preparation on funny persuasive topics or political debate topics might be way different than talking on impromptu topics. Hence, it is vital to check for helpful tips and tricks that channel your thoughts in a more organized manner. Check the below tips to make your impromptu speech engaging for the audience.

• Organize your thoughts on the topic and join the connecting links. This helps you decide the introduction, main theme, and conclusion of your speech. 
• Map your ideas and always keep some extra pointers in case you forget the main ones. Mapping ensures that you go in a series without disturbing the rhythm of the speech.
• If you relate to the topic well and have something personal to share, go ahead and make it seem like an example thereby entertaining the audience.
• Be confident while speaking as there is no wrong or right in sharing your opinions on the topic. Make sure to showcase the firmness in your ideas to create an engaging time.
• You can also practice writing by using literary essay topics that allow you to fill your mind with interesting ideas and a plethora of words to enhance your vocabulary. 

Wrapping Up 

An impromptu speech is certainly a helpful way to encourage participation from everyone in the class. As you deliver your speech, you also get an opportunity to hear others and learn from them.

It is super important to know that impromptu speech is to polish your skills and not a typical competition among your fellow mates. Trust yourself and be clear with the ideas you deliver in your speech. The more confidence you show in your attempt, the more you improvise in verbal communication.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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How to Write a Debate Speech

Last Updated: August 25, 2024 Fact Checked

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,530,662 times.

So, you've joined debate, and it's time to write a debate speech. There are some tried and true methods to writing an effective debate speech. If you understand them, and the components that make up a standard debate speech, you will increase your chances of success.

Sample Speeches

Preparing for the Debate Speech

• You may be asked to stand affirmative or negative. In LD (Lincoln-Douglas debate), the first affirmative speech will be at most 7 minutes long, and the first negative speech will be at most 6 minutes. [1] X Research source
• The speakers then present arguments against the earlier affirmative or negative speech that was just read. Speakers must listen carefully and be able to counter arguments. There are two segments involving cross-examination (CX), in which the debaters are allowed to ask questions and openly debate the topic. This is most often called cross-examination, or cx for short, and occurs after the first affirmative speech, and the first negative speech.
• The best thing you can do to better understand LD/PF/Policy debate is practice and research.

• Brainstorm the topic, and research it before you sit down to write. Write out a list of key components for both sides of the issue. If you are on a debate team, do this together. Each member could discuss the key component list, in order to figure out which issues you want to cover in each speech.
• Spend some time at the library or on the Internet using credible sources to research the key reasons that seem strongest. Use books, scholarly journals, credible newspapers, and the like. Be very cautious about unverified information bandied about on the Internet.
• You will also want prepare to deal with the strongest arguments your opponent(s) might make. Ignoring the other side’s best arguments can weaken your rhetorical appeal.

• A basic debate outline should contain six parts: An attention-getter, your stated stance (aff or neg)/ restatement of the resolution, your definitions, your value, criterion, and contentions.
• You can break each of those six parts into subcategories. It’s often a good idea to write the contentions last, focusing on the value and criterion to hold it up first.

Writing the Debate Speech

• You should address the jury or audience with formal salutations. For example, you could say something like, “Good morning, ladies and gentlemen.” Debates are very formal in tone.
• Making a good first impression with the judges is very important. This leads judges to assume the debater is persuasive. One technique to write a strong introduction is to contextualize the topic, especially in relation to real world events. [6] X Trustworthy Source American Bar Association Leading professional organization of lawyers and law students Go to source
• Introductions can also focus on prominent examples, quotations, or on a personal anecdote that can help establish a rapport with the audience and judges. Be careful using humor; it involves risks and can lead to awkward silences if not done right. Find a relevant specific that illustrates the underlying point.

• Don’t muddle your position. It needs to be extremely clear whether you affirm or negate the resolution, so don’t hem and haw and contradict yourself. The audience also should not have to wait until the end to find out. Make your stance very clear, and do it early on
• For example, you could say, “my partner and I firmly negate (or affirm) the resolution which states that unilateral military force by the United States is justified to prevent nuclear proliferation.” [7] X Research source

• A good rule of thumb is to back up your position with 3-4 strong points of supporting argumentation. You definitely need to have more than 1 or 2 key points to back up the stance you have taken.
• The body of the speech – the key points and their development – should be, by far, the longest part of the debate speech (perhaps 3 ½ minutes to 30 seconds for an opening and for a conclusion, depending on the rules of the debate you are doing).

• Focus on the causes of the problem, the effects of the problem, expert opinion, examples, statistics, and present a solution. Try to use visual images, not just generic terms – show don’t tell, and illustrate a point with details.
• Appeal to the motives and emotions of the listener with a light touch. Appeal to their sense of fair play, desire to save, to be helpful, to care about community, etc. Ground examples in how people are affected.
• Try using rhetorical questions, which make your opponents consider the validity of their point; irony, which undermines their point and makes you seem more mature and intelligent; simile, which gives them something to relate to; humor, which gets the audience on your side when done well; and repetition, which reinforces your point.

• Aristotle believed that speakers were more persuasive if they combined elements of logos (persuasion by reasoning) with pathos (having an element of emotional appeal) and ethos (an appeal based on the character of the speaker) - for example, that they seem intelligent or of good will.
• There are two ways to use logic – inductive (which makes the case with measurable evidence like statistics or a specific anecdote or example) and deductive (which makes the case by outlining a general principle that is related to the specific topic to infer a conclusion from it - as in, I oppose all wars except those involving imminent self defense; thus, I must oppose this one because it's a war that was not in imminent self defense, and here's why). Or the reverse.
• You should use pathos sparingly. Emotional appeal on its own can be dangerous. Logos - the appeal to reason - should be at the core. However, logical appeal without any pathos at all can render a speech dry and dull. Consider what you are trying to make your audience feel. Explaining how a topic affects real people is one way to use pathos well.

Concluding the Debate Speech

• One strong way to conclude a debate speech is to bookend the conclusion with the opening, by referring back to the introduction and tying the conclusion into the same theme.
• Quotations can be a good way to end a speech. You can also end with a brief summation of the key arguments of the speech to ensure they remain fresh in judges’ minds.

• Use a clear , loud voice, and be careful to watch pacing. You don’t want to speak too loud or too slowly. Remember that confidence goes a long way toward persuasion.

Expert Q&A

Reader Videos

• Never add new points in your speech because you still have time, as you might not present it in the best way. When you are nervous, you might even say an argument in favor of the other side and you don't want that. Thanks Helpful 33 Not Helpful 2
• Never degrade your topic. Thanks Helpful 34 Not Helpful 3
• Don't use all your points in your debate- in an actual debate, it is sometimes useful to have other information to cite if the argument starts going their way Thanks Helpful 31 Not Helpful 3

Tips from our Readers

• You can make a sample opening and closing speech beforehand so you can focus more time on developing your arguments during the actual debate.
• Make sure to include rebuttals in your speech, as they are just as important as your main arguments.
• Practice as much as possible — it will make you more confident and help you maintain eye contact.
• Imagine you're just practicing with a friend rather than performing in front of an audience.
• Take deep breaths before starting to ease nerves.

• Remember, just because you can write a debate speech, it doesn't mean you can say a debate speech effectively. Practice! Thanks Helpful 23 Not Helpful 5

You Might Also Like

• ↑ https://www.learndebating.com/english/DEBATING.pdf
• ↑ https://guides.lib.uw.edu/research/faq/reliable
• ↑ Patrick Muñoz. Voice & Speech Coach. Expert Interview. 12 November 2019.
• ↑ https://www.hamilton.edu/academics/centers/oralcommunication/guides/how-to-outline-a-speech
• ↑ https://www.americanbar.org/groups/litigation/resources/newsletters/trial-evidence/five-tips-engaging-opening-statements/
• ↑ https://www.oxfordsd.org/Page/5582
• ↑ https://writingcenter.unc.edu/tips-and-tools/argument/
• ↑ https://www.comm.pitt.edu/persuasive-speaking
• ↑ https://www.comm.pitt.edu/speech-anxiety

About This Article

To write a debate speech, start by researching the topic thoroughly with credible and scholarly sources, and make an outline of your argument including an introduction, thesis argument, key points, and conclusion. Write the thesis argument and develop 3-4 strong points of argumentation. Be sure to clearly state your stance, and utilize expert opinions, statistics, and examples to support your opinion. To finish the speech, write an interesting introduction that incorporates your thesis and a brief conclusion that summarizes your main points. If you want to learn more, such as how to make your debate speech persuasive, keep reading the article! Did this summary help you? Yes No

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125 High School Debate Topics To Challenge Every Student

Learn how to argue with logic instead of emotion.

Some teachers shy away from debate in the classroom, afraid it will become too adversarial. But learning to discuss and defend various points of view is an important life skill. Debates teach students to research their topic, make informed choices, and argue effectively using facts instead of emotion. You’ll find plenty of engaging high school debate topics in this list for inspiration. Each topic includes a link to an article from a reliable source that provides pros and/or cons to help kids make their arguments.

School and Education Debate Topics

Life and ethics debate topics, entertainment and technology debate topics, fun and funny debate topics.

• It’s better to be good at academics than to be good at sports.
• Final exams should be abolished.
• Students should be required to wear school uniforms.
• Private schools are better than public schools.
• Year-round school is better for students.
• Standardized tests are effective.
• Every student should have to participate in athletics.
• All students should be required to volunteer in their community.
• Junk food should be banned in school cafeterias.
• Single-gender schools are better for students.
• Schools should be allowed to teach critical race theory.
• Math is the most important school subject.
• Schools should teach sex ed instead of abstinence only.
• Letter grades should be abolished.
• Teachers should be replaced by computers.
• People who get better grades in school will be more successful in life.
• Sometimes it’s OK to cheat on homework or a test.
• Students who fail a test should be given the chance to take it again.
• Outdoor recess is important at every grade level.
• Students should be allowed to grade teachers.
• Everyone should be able to bring their pets to school.
• Shorter school days are better for students.
• Schools should eliminate dress codes.
• Everyone should be required to go to college.
• College should be free for everyone who wants to attend.
• Schools should install safe rooms in case of mass shootings or natural disasters.
• Schools should be allowed to ban some books from their libraries.
• Book smarts are better than street smarts.
• Schools should provide free mental health services to students and teachers.
• Schools should teach life skills like cooking and personal finance.
• School vouchers benefit students and schools.
• Religion has no place in schools.
• In-person school is better than online school.
• Traditional school is better than homeschooling.
• Charter schools should receive public school funds.

• Girls face more peer pressure than boys.
• The voting age should be lowered to 16.
• Humans should not eat animals.
• Democracy is the best form of government.
• All Americans should be required to vote.
• Cigarette smoking and vaping should be banned entirely.
• Giving is better than receiving.
• Parents should be punished for their children’s mistakes.
• Animals should not be kept in zoos.
• Happiness is more important than success.
• The driving age should be raised to 18.
• The drinking age should be lowered to 18.
• Plastic bottles should be banned.
• People should have to take a parenting class before having a child.
• If you find money on the ground, it’s automatically yours to keep.
• It is better to be kind than to be truthful.
• Learning about history can stop us from repeating past mistakes.
• It’s important to spend money exploring space.
• White-collar jobs are better than blue-collar jobs.
• The death penalty should be abolished.
• Drug addicts should receive help instead of punishment.
• Euthanasia should be legal.
• GMOs are more helpful than harmful.
• Human cloning should be legal.
• A progressive income tax is better than a flat tax.
• Supreme Court judges should be appointed for fixed terms.
• Vaccines should be mandatory.
• We should ban fossil fuels.
• Marijuana should be legal everywhere.
• All drugs should be legalized, regulated, and taxed, like alcohol.
• Nuclear weapons should be banned worldwide.
• Police funding should be redirected to social services.
• Religion does more harm than good.
• Testing on animals should be illegal.
• We will never achieve world peace.
• The United States should implement a universal basic income.
• We should require people of all genders to register for the draft.
• Healthcare should be universal.
• Gun safety laws infringe on the Second Amendment.
• Anyone over 12 should be tried as an adult in court.

• Reality television depicts real life.
• Schools should allow students to use phones in class.
• Macs are better than PCs.
• Androids are better than iPhones.
• Social media is making us less social.
• Social media does more harm than good.
• Video games are better than board games.
• Video gaming is a sport.
• Reading books is better than watching TV.
• We should replace all paper documents with electronic versions.
• The book is always better than the movie.
• Parents should use their kids’ cell phones to track them.
• Playing video games makes you smarter.
• Scientists should try to develop a way for everyone to live forever.
• Paper books are better than e-books.
• Schools should have surveillance cameras in classrooms and hallways.
• All museums and zoos should be free to everyone.
• There is intelligent life on other planets.
• People rely too much on technology.
• Everyone should play on the same sports teams, regardless of gender.
• Net neutrality should be mandatory for internet service providers.
• Expanded use of artificial intelligence will be good for humanity.
• Technology is creating more jobs than it eliminates.
• The United States should provide free internet access for everyone.
• Cryptocurrencies should replace cash.

• Dogs are better pets than cats.
• A taco is a sandwich.
• Summer is better than winter.
• Coke is better than Pepsi.
• Pepperoni is the best pizza topping.
• Fruit counts as dessert.
• The number 13 is not unlucky.
• People should eat to live, not live to eat.
• Monday is the worst day of the week.
• Clowns are more scary than funny.
• Modern music is better than classical music.
• Aliens live among us here on Earth.
• It’s OK to put ketchup on a hot dog.
• Was Robin Hood a thief or a rebel hero?
• It would be better to be able to fly than to be able to turn invisible.
• Pluto should still be considered a planet.
• It’s better to be too hot than too cold.
• We should allow people to go barefoot anywhere if they want to.
• Fiction is better than non-fiction.
• Using profanity is good for your mental health.
• Leftover pizza is better cold than reheated.
• It’s OK to wear socks with sandals.
• Being famous is actually not all that great.
• GIF should be pronounced “JIFF” not “GIFF.”
• People shouldn’t have to go to school or work on their birthdays.

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English Syllabus (Ghana JHS)

Related Papers

Gertrude Afiba Torto

The English language curriculum for primary schools in Ghana spells out the various aspects, topics and sub topics that teachers must teach the child within a specified time. The syllabus again specifies the various topics and sub topics that should be taught in an integrated manner so as to enhance meaningful learning. For this meaningful learning to take place, the teacher should be knowledgeable in the subject with regards to approaches, techniques and skills that will help the learner achieve a great deal in the learning of the subject.This study focused on how English language is implemented in the Cape Coast Metropolis of Ghana. The population for the study was all the 477 basic school teachers within the metropolis. A simple random sampling technique was used to select 8 schools from each of the 6 circuits in the metropolis. In each selected school, all primary 1 to 6 teachers were automatically selected for the study. In all, 288 teachers formed the sample for the study. 12 ...

Kwesi Atta Sakyi

The levels of oral and written English in Ghana have sunk so low in the past three decades, so much so that something drastic has to be done.

European Journal of English Language Teaching

Timothy Nyangonla Awuah

Luniya Lungu

Asangba Reginald Taluah

The teaching and learning of the English language in Ghana and Anglophone countries in Africa for that matter has been a subject of unflinching debate in quite recent times. Many opinions point to the assertion that the teaching and learning of the English language is centered on reading comprehension, summary, grammar, spelling and writing skills and other such related areas to the disregard of oral communication skills. Many researchers have found the neglect of oral communication skills in the school curriculum as the major problem in the leaning of the English language. A survey of trends in the teaching and learning of the English language however reveals that the contention is much on the teaching of the English language as compared to its learning as most teachers of English are unqualified to teach English. Drawing from his experiences as a leaner and a teacher of the English language, the research explores in detail the problems and implications in the teaching and learning of the English language. The origin of the English language and its encounter with the diverse languages in Ghana are examined vis a vis its role in diverse facets in the Ghanaian society and new measures proposed for possible adjustments.

Unpublished Master Thesis, Sana'a University, Sana'a, Yemen.

Abdullah Q . S . Al-Shoaibi

This study aimed at investigating the English language needs of students in Information Systems Department, Faculty of Computer and Information Technology as felt by students, teachers, and graduates and companies/institutions in the field. It also aimed at designing a suggested syllabus framework in the light of the students' English language needs, investigated. The sample groups of the study were 59 students, 6 teachers and 8 graduates and companies for the formal interviews and 229 students and 40 teachers for the close-ended questionnaires. It was descriptive qualitative and quantitative study in which the information were elicited qualitatively from related literature and previous studies and official documents and by using the tools of informal interview and open – ended questionnaire and quantitatively by using the formal interviews and close-ended questionnaires tools. The study findings revealed that: 1. All the academic needs of active vocabulary, listening and reading, and grammar rules were considered as Very important respectively. 2. Writing and speaking skills needs were considered as Important, respectively. 3. All the academic needs investigated should be included and taught in English courses 101 and 102. 4. English courses should be made for specific and general purposes. 5. Functional and notional, situational, content-based, or task-based syllabus of English, or a combination of two or more of them was required to carry out different activities at all stages of the students' academic studies, and 6. The suggested courses framework of English courses 101 and 102 was displayed. The most important recommendations of this study were showed as follows: 1. The curriculum designers, administration of Faculty of Computer and Information Technology, the teaching staff of Information Systems Department, English teachers and students of Information Systems Department should be aware of the degree of importance of things that should be included and taught in the English language courses, 101 and 102. 2. English teachers should be trained well for English for Specific Purposes.

Cogent Social Sciences

Jones Asafo Akowuah

Access to quality education largely depends on the extent of English language usage. Despite the use of English language as the medium of instruction in Ghana, the performance of students in the West African Senior High School Examination is still worrying. The study is designed to examine the influence of mother tongue on Students' performance in English language in Adu Gyamfi Senior High School. The study investigated if mother tongue is exclusively the cause of the students' abysmal performance in English Language in Senior High School Certificate Examination and to explore if there are other intervening factors. Fifteen (15) respondents (constituting five males and five females) with a focus group involving five students who are graduates of the West African Senior High School Certificate from Adu Gyamfi Senior High in School in Ghana were used. All the respondents had low grades in the certificate examination. The study employed exploratory case study using thematic analysis with semi-structured open-ended questionnaires. The results revealed that even though mother tongue interference is the core factor of the students’ poor performance in English language in the West African Senior High School Certificate examination, there are other factors contributing to students’ poor performance in English language. These factors include poor teaching methods, lack of textbooks, language background and lack of professional growth and development of teachers. Suggested measures that could enhance students’ achievement in English language are given.

Ekua Tekyiwa Amua-Sekyi

This paper reviews the pre-eminent role the English language plays in Ghana vis-a-vis {he recent concerns about the poor standard of English of our stlldents and the products of our schools. It also looks at our roles as speakers of English. writers, teachers and curriculum developers.

Journal of Education and Practice

Charles owu-ewie

The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana, because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior H...

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Speech Writing

Speech generator.

Writing a speech is very different from writing an article, brief, or proposal. Speaking and writing are distinctive versions of the same language, unique in their output, syntax, and function. Presenters and trainers need to appreciate the differences.

• Church Welcome Speech Examples – PDF
• 6+ Impromptu Speech Examples in PDF

What makes writing a speech different from writing an article, a brief, or a proposal?

You might say it’s the length that makes things between them different since a speech could go longer than an article, a brief, or a proposal. But what really sets apart speech writing from others is that it’s made for speaking. Even if what you have written is excellent, you cannot be assured that it will also be as effective as to when it would be read out loud for an audience to listen to.

This is speech writing is pretty special because you are not only to write something that will only be read but you are also writing something that is going to be spoken to an audience. And with that, we have prepared seven speech writing examples that you could definitely learn insights about speech writing from.

A Time to Break Silence Speech Example

Size: 137 KB

Barack Obama Race Speech Example

Size: 35 KB

House Divided Speech Example

Size: 155 KB

Martin Luther King Jr. Speech Example

Redfern Speech Example

Size: 61 MB

Tips and Strategies for a Successful Speech Writing

Want to ace your speech writing game? Do take note of these tips and strategies that will enable you to become a master speechwriter:

1. Always know your audience beforehand

Knowing your audience before you would even get into writing will enable you to write something your listeners would want to hear from you. You are supposed to write for your audience and not to write for your personal satisfaction because, in the first place, you are asked to deliver a speech for the people to hear and not only for you to hear. You should make sure that you would be able to tailor your speech in a way that will definitely catch the interest of your audience and not to catch their boredom.

2. Narrow down your topic

An excellent speech makes a claim and an excellent speech should only be focused solely on one topic. For example, you are asked to deliver a speech during a wedding toast, so when you would be preparing for your speech, always be consistent in writing about how the bride and the groom were meant for each other and how you have witnessed how their love story had unfolded—do not anymore bother writing about how you met each of them unless it was the catalyst that made them a couple.

3. Outline your speech

If you have a hard time starting to write a speech, having a speech outline would always work a lot of wonders because it can also serve as a guide for when you are writing. So when you get into the middle part of your speech and that you do not anymore know what to write, you can always go back to the outline of your speech so that you would be able to easily continue from where you suddenly had a “brain fart” or that temporary mental lapse.

4. Make it a point to grab the attention of the room with your first lines.

You only have a few seconds to secure the attention of your audience. Make most out of these few seconds and open with memorable first lines that can surely grab the attention of your audience. Make sure that the first lines would be engaging enough to sustain their attention until the last word of your speech. You could make use of a personal and peculiar but relatable story that could automatically get a hold of your audience. Most people would immediately get interested in stories that could evoke their fond memories.

5. Have your speech well-organized

Having a well-structured speech will result in a successful speech delivery. If your speech is structured according to your purpose, then expect that you will achieve this and people would immediately get the purpose and main point of your speech. If your goal is to inform your audience about a certain matter, you can try following a chronological or alphabetical organization that would be convenient for your audience because it could induce a mental picture that would help them in fully understanding what message you intend them to understand. Always use transition words between your examples so that your audience will be able to follow the logic you are trying to deliver.

The Hope Speech Example

Size: 38 KB

Winston Churchill Speech Example

Size: 84 KB

6. Supply related examples, statistics, and quotations

If you have a difficult or abstract topic to discuss, you could always make use of examples, statistics, or quotations that are related to your topic so that your audience will be able to understand what you are going to say to them. Make sure you do a proper research of these examples so that you are not just rambling some made-up information in front of your audience. The examples you can make use in your speech are those you can get from history, current events, and you could even get examples from your own personal life. You can also consult government sources for when you need to prove a point with the use of statistics and you can find lots of relevant quotations from experts or prominent people. Again, have an intensive research when it comes to supplying related examples, statistics, and quotations so that your credibility will not be questioned.

7. End with a bang

If you have grabbed the attention of your audience from the first lines of your sentences and sustained this attention toward the end of your speech, do not end this with a lousy conclusion. Always make it a point that you would end your speech with a bang. You do not have to necessarily keep it long and dragging. Consider ending it in a short but definitely memorable and direct manner that your audience will surely love. Also, consider concluding your speech using a concrete and vivid imagery or anecdote that will enable you to easily illustrate the speech topic. This is also the part where you can call people to action.

8. Use visual aids if applicable

The use of visual aids is important when you would be delivering a speech that would be needing more proofs and you can use one if you would want your speech to be easily understood by your audience. Such visual or presentation aids include charts and tables that could easily convey data, as well as photographs that could make your point more compelling. It is in incorporating visuals into your speech that makes your speech even more powerful. Additionally, there are individuals who are more on visual learning rather than hearing and you are doing them a great favor if you would make use of visual aids.

9. Keep in mind that you are writing for the ears; not for the eyes

Again, speech writing is not just writing something that will be read by the eyes but it will also be read for the ears. You have to make sure that the structure of your sentences are made for speaking and that when you would actually read it out loud, you would definitely feel comfortable about reading it.

We hope that you can now easily write a speech that is made for speaking with the help of the examples and tips of speech writing that we have prepared for you in this article. You may also be interested in  Extemporaneous Speech Examples in PDF.

Text prompt

• Instructive
• Professional

Write a Speech on the importance of community service.

Create a Speech about the impact of technology on education.

Adapting Communicative Speaking Tests for the JHS Classroom

With an eye on the year 2020, a report about English education reform from the Ministry of Education, Culture, Sports, Science and Technology (2014) recommends that schools improve their evaluation methods and set learning goals based on what students should be able to do. Schools have been asked to verify and adopt an evaluation method which covers various aspects including the students’ motivation and attitude for active learning. With that reform plan in mind, in this issue’s Teaching Assistance, Steven Asquith shares three types of speaking tests that he successfully developed for classes at a junior high school in Chiba Prefecture. At first, students were assessed on their ability to memorize short dialogues using a Class Presentation Speaking Test. When learners were comfortable with producing presentations with the help of a team-teacher, they were given Guided Role Play Speaking Tests. Finally, an Informal Group Interview Test rounded out this integrated series of assessments.

Working as an assistant language teacher (ALT) in a Japanese junior high school (JHS), over the past 15 years I have gradually integrated speaking tests into my pedagogy. These tests, separated into three basic types, are adapted to fit with the curriculum, meet the needs of both students and teachers, and apply communicative principles, such as focussing on authentic communication, creative construction, and negotiation of meaning. 

Although English activities have been introduced in elementary schools, JHS is the first formal experience of studying a foreign language for most students in Japan, and accordingly, this stage plays an important role in developing attitudes towards the subject. With this consideration in mind, I design tests which are aimed at rewarding students for what they can achieve rather than penalising errors. In this way learners are able to experiment and apply language previously learned, and build confidence gradually. Students in my classes have responded well to this approach, and by sharing these ideas I hope that others might also benefit.

A lack of time to complete the linear syllabus, helping colleagues to clearly understand goals, and encouraging students to fully participate in lessons are issues most ALTs encounter on a daily basis. Colleagues, brought up with a different teaching style, often doubt that learners are able to complete speaking tasks, and these preconceptions need to be challenged in a logical way. By gradually increasing the complexity of speaking tasks, both learners and teachers can get accustomed to the process. The use of rubrics or scoring bands allows testing criteria to be clearly defined so students and colleagues can understand their purpose. Also, by factoring test scores into yearly grades, students can be properly motivated to participate fully. Most importantly, rubrics provide a means of rewarding students specifically for achieving communicative goals such as task completion, showing creativity, and speaking fluently. This type of meaning-based assessment is uncommon at JHS level, but when adopted both learners and colleagues appreciate its value.

Speaking Test 1: The Class Presentation

Littlewood (2007) suggests that tasks be designed on a scale from least communicative to most communicative depending upon the teaching context. Of the speaking tests I use, the class presentation is the least communicative but the most accessible to students and teachers. Although I have concerns about the lack of spontaneity and memorisation elements of these tests, they are a useful starting point for getting learners used to creatively expressing themselves in English. As all standard JHS textbooks have skills sections aimed at these types of activities, they are familiar to most students and teachers and also have the potential to be adapted into more effective tools.

Preferably starting with the first years, I train students to produce, memorise, and be assessed on short dialogues within a single 50-minute period. To achieve an A-grade, the dialogue must differ substantially from the textbook example and be presented to a teacher smoothly and naturally without checking notes (see photo). I tell the learners not to write the full dialogue – if they really must, they can make a few notes in their textbooks – and to practise it naturally as an interaction with a partner to memorise it. After speaking is assessed, learners write out the dialogues in full so that errors can be corrected. Although at first this is difficult, after a few lessons learners are able to design and present simple role plays easily. Once students can do this satisfactorily, I start to change the rubric to score different factors such as creativity, fluency and presentation separately, thus requiring learners to fulfil a number of elements to achieve top marks. I also sometimes extend the format to span two class periods, with presentations performed and assessed in front of the class. These longer role plays give teachers plenty of opportunity to help students produce creative, fun and natural dialogues, which gradually become more complex as learners grow in confidence. Similar presentations can easily be adapted to group research projects or questionnaires and, if this resource is available, recorded to video.

Speaking Test 2: The Guided Role Play

The second type of test is a little more spontaneous and supports learners during simple negotiation of meaning. Usually, it is introduced once learners are comfortable with producing presentations. In this case the team teacher and I take the roles of non-Japanese speakers with whom the learners must accomplish some form of task such as giving directions, ordering a meal, or buying a product. Learners are given time to rehearse variations of possible dialogues in pairs before coming to the teacher and completing a non-predetermined task such as providing directions to a particular place using a map or ordering a meal using a menu. Learners are then assessed on accomplishment of the task and smooth and natural English. I allow learners multiple attempts to complete these tasks and achieve a double A-grade. Also, students who complete the test quickly can request a more difficult task and attempt to get an A+. In the schools I have visited, learners rarely if ever attempt this type of unscripted production in classes, and increasing this practice could help improve learner confidence.

Speaking Test 3: The Informal Group Interview

The third test is an informal group interview that focuses on learners communicating their interests. This involves groups of three or four students with shared interests chatting with me in a separate room. Students can chat about anything they like, but they must lead the conversation. Typically, interviews last around seven to ten minutes. Prior to the interviews, learners are given a worksheet showing possible topics, conversation starters, and phrases to ask for clarification. They are also allowed to make brief notes on the back of the worksheet. I suggest that students use non-verbals such as gestures, and I only respond to a Japanese word if they ask me for a translation by saying “How do I say this word in English?” During the test, it takes little time for the students to become absorbed in the conversation and forget any nerves. The realisation that they can make themselves understood in simple English has a big impression on students, who frequently comment that they would like to repeat the experience. Usually, I score the tests generously based on attitude, participation and success at communicating meaning. I also provide a positive comment for feedback. As these interviews take three to four classes, I usually conduct them when learners are preparing for formal tests, and they can then use any free time to revise.

Numerous practical variations are possible by using rubrics and the three simple test formats that were described (Asquith, 2015). Utilising technology, role plays and presentations could be videoed, presented and analysed by students. Telephone conversation tests conducted remotely with an ALT using Skype, or webchat lessons with classmates in English could teach learners practical skills. Hopefully, if issues such as a lack of equipment and an overly cautious attitude to web security–most practical web-based tools are blocked on school computers–can be addressed, ICT can also become integral in producing proactive and confident English learners.

• Asquith, S. M. (2015). Integrating a functional approach with Japanese junior high school teaching practices. In P. Clements, A. Krause, & H. Brown (Eds.), JALT2014 Conference Proceedings. Tokyo: JALT.
• Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243-249.
• Ministry of Education, Culture, Sports, Science and Technology. (2014). Report on the Future Improvement and Enhancement of English Education. Retrieved from < http://mext.go.jp/english/topics/1356541.htm>

Author Note

Steven Asquith is now with Kanda University of International Studies in Makuhari, Chiba Prefecture.

Junior High School

In Japan, Junior High School consists of 3 grades. Students are usually between 12 and 15 years old. English is a full, required subject and consists of speaking, listening, reading, and writing practice. Much of the curriculum is designed around the grammar points and vocabulary used for school entrance exams.

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Speech and Debate

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Jackson High School Speech and Debate!

Mission Statement/Purpose: To prepare students to be successful in interscholastic speech and debate competition at local, state, and national levels. All students will be eligible for membership in the National Speech and Debate Association if they compete regularly and maintain high academic standards.

Selling Points: Are you a competitive individual looking for a new challenge? Speech and Debate is a unique activity that prepares today's students for the real challenges of tomorrow by offering opportunities to build skills in writing, performance, and persuasion. Enhance the research, writing, and speaking skills necessary to excel in the classroom and in the workforce. Compete for one of Ohio's top programs and gain the attention of colleges and universities from around the country for academics AND performance.

Goals/Requirements: Members are required to attend team and individual practices for a minimum of 2 hours a week. Students are required to meet team expectations and requirements to be an active member who is able to compete at tournaments. Tournaments are held each Saturday from the end of October to January. District competition begins in February and the State Finals are held every year the first weekend in March. We also travel to overnight tournaments a few times during the season.

Dues/Fees: A fee of $100.00 paid to Jackson Local Schools is required to become an active member of the team. All fees must be paid and proper forms submitted before any student will be permitted to practice after school or compete at weekly tournaments. This is NOT a fee that is inclusive of additional sports or clubs offered at the high school. There will be fundraisers sponsored by the Booster Club. Team members are required to meet established fundraising levels in order to participate in weekly tournaments. Students are also required to pay for overnight tournament fees.  

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Junior high school speech contest, page actions.

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Every year in September there is a junior high school city-wide speech contest (英語暗唱弁論大会; eigo anshō benron taikai ) in most cities in Akita. Students practice during summer vacation. The winners of the city speech contest go to the prefectural speech contest.

There are two types of speeches: speeches (弁論; benron ) and recitations (暗唱; anshō ). Speeches are speeches written by the students. Typically the student writes the speech in Japanese, the JTE translates it to English, and the ALT checks the speech. Recitations are speeches taken from English textbooks.

• 3.1 Marking up the speech
• 3.2 Make a CD
• 4 Common recitations
• 5 Other recitations
• 6 Illegal recitations
• 8 Local contests
• The official rules are short, vague, and in Japanese. Ask your JTE to translate.
• Participants are junior high school students.
• Speeches and recitations must be under 5 minutes.
• Students must not leave the podium during the speech.
• Students write their own speech, but the JTE and ALT can translate.
• Natural gestures are recommended.
• Things that make the speech more emotional can be powerful, but they can also be excessive. Things like yelling, stomping feet or hitting the podium may or may not be desirable, depending on your judges.
• Recitations should come from current or former MEXT-approved textbooks. Only the textbooks themselves are legal sources -- teachers manuals are not.
• For city speech contests, typically there are three judges: an ALT and two JTEs.
• The rules for the city contest and prefectural contest (for winners of the city contests) are (should be) the same.
• The textbook companies change speeches over time. Older books may have longer versions.
• Judges often like speeches where the topic is a personal issue or hardship. World peace is a difficult topic.
• Delivery: 20 points. Eye contact, facial expression, voice control, pauses, gestures.
• Accuracy: 20 points. Pronunciation, rhythm, intonation, skipping.
• Degree of recitation: 20 points.
• Delivery: 25 points. Eye contact, facial expression, voice control, pauses, gestures.
• Accuracy: 25 points. Pronunciation, rhythm, intonation, skipping.
• Content: 30 points. Grammar (10 points), interesting (15 points), originality (5 points).

Coaching ideas

• Use tongue twisters as a warm-up. Find a problematic sound, and pick a tongue twister that uses it.
• Practice yelling. Go outside and yell a tongue twister or the speech. Try alternating every sentence, where the student yells the first one, you yell the second one, and so on. This can help students open their mouth more.
• Give your student a notebook. Write notes in it, including examples or tongue twisters. Staple printed pages or photocopies in it.
• For teaching intonation, find a few easy example sentences. Practice them extensively. If you know how to write intonation, teach the student how, and go through the entire speech with them.
• Take a sentence from the speech and try reading it with different feelings. For instance, a happy reading, a sad reading, a boring reading, an excited reading, etc.
• There should be a very long pause after the title, if the student says the title, and before the final "Thank you." Students like to rush, so practice this extensively.
• Give the student an extra copy of the speech. Make sure it's large enough — use several pages if necessary. In a notebook, glue the speech to the left side. On the right side, ask the student to write a Japanese translation. Help the student translate any difficult portions.

Marking up the speech

Type the speech into a word processor (you can copy and paste from the text below). Make some notes on it. If you have time, do some of this with the students, so they can learn what it all means.

• Use a large font for important words. Typically, nouns, verbs, adjectives, and adverbs.
• Use small font for everything else.
• Mark the speech with a / for places to pause.
• Use a ∪ for combining words like food ∪ in, reads foo din. Other examples: an ∪ apple, come ∪ in, kick ∪ it, an ∪ orange, sit ∪ up, I hate ∪ it, pick ∪ it ∪ up, Shall ∪ I move ∪ it?
• Use ( ) around letters with no sound, like didn’(t) eat, reads didn eat. Other examples: ba(d) dog, a(t) ten, thic(k) carpet, bi(g) guy, ho(t) day, har(d) time, wi(th) that, look(s) sleepy, thi(s) shot, ta(me) monkey, i(n) nature.
• Record the speech on the computer and make a CD. Or, do it on a tape. Or, do it on a cellphone.
• Record the student and play it back (audio or video). Save a copy and listen to it in a few weeks to hear the improvement.

Common recitations

Other recitations

Illegal recitations

Here are some recitations from teachers manuals. The rules forbid recitations that are only found in teachers manuals, because only the textbooks are permissible sources. But it is quite possible that the following recitations did at one point appear in a textbook. Please confirm with your JTE.

• Apples in Our History .
• Otoko-san and the Straw Coat .
• Spring in America .

Here are some of the recent prefectural speech winners and runners-up.

• From Daikon To Darling
• I Love Beijing
• Mottainai Spirit
• To Save a Life
• Things Gained from Sacrifice

And here is a link to the speeches that made it all the way to the all Japan finals.

• www.jnsafund.org

Local contests

• Akita City Recitation and Speech Contest
• Honjo Yuri Recitation and Speech Contest
• Oga Katagami Minami Akita Recitation and Speech Contest
• Noshiro Yamamoto Recitation and Speech Contest
• Ōdate Kitaakita JHS Recitation and Speech Contest
• Yuzawa Ogachi Recitation and Speech Contest
• JHS Prefectural Speech Contest
• Junior high school English textbooks
• More speeches
• Tongue Twister Database
• 高円宮杯全日本中学校英語弁論大会 (All Japan speech contest)
• All Japan Inter-Middle School English Oratorical Contest
• Senior high school speech contest‎‎
• Wordcounter (analyze your text & find most common words and phrases)

• Recent changes

Living Guide

• Life in Akita
• Language and culture
• Involvement opportunities

Working Guide

• Entering JET
• PA/Support System
• Conferences
• Teaching resources
• Leaving JET
• JET websites
• Special pages

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