AQA GCSE English Language Spoken Language Endorsement: Practice Questions

These are original questions written for Marlbridge, for revision and practice on this content. They are not reproduced past-paper questions, and they do not replicate the exam’s exact structure, question count or mark tariffs — examination boards hold copyright in their own papers and their unseen extracts. Use these alongside the official past papers available free from your board.

Related: Spoken language revision notes | Spoken language study guide

The AQA GCSE English Language (8700) spoken language endorsement is a compulsory presentation of, as a guide, up to ten minutes, followed by questions and feedback, graded Pass, Merit or Distinction against AO7 (presenting), AO8 (listening and responding) and AO9 (spoken Standard English). These practice tasks cover all three content strands of 3.1.3. The bracketed marks are for self-checking: the real endorsement has no marks.

Section A: Presenting information and ideas (3.1.3, first strand)

1. Your agreed topic is “Should our town ban cars from the centre?” Write a one-sentence purpose statement, identify the audience, and list four sections for your talk. [4]

2. Rewrite this opening so that it engages the audience: “Hello. My talk is about recycling. I will talk about recycling.” [3]

3. Name three strategies, other than slides, that could help a presentation reach the Distinction criterion “an effective range of strategies to engage the audience”. [3]

Section B: Spoken Standard English (3.1.3, third strand)

4. Rewrite each sentence in spoken Standard English suitable for a formal presentation. [4] (a) “Me and my mate done a survey.” (b) “They was well surprised by the results.” (c) “It’s kind of like, really bad for you and that.” (d) “You lot probably ain’t thought about this.”

5. Explain why using spoken Standard English does not mean speaking without any personal voice or humour. [2]

Section C: Responding to spoken language (3.1.3, second strand)

6. After a talk arguing for a four-day school week, an audience member asks: “Wouldn’t parents who work five days struggle with childcare?” Write three answers, one at each grade (Pass, Merit, Distinction). [6]

7. Explain what a student should do if a question is unclear. [2]

Section D: Applying the criteria

8. Decide the grade each student would receive and justify it using the criteria. [3 each] (a) Priya gives an engaging talk on climate migration with a sophisticated vocabulary and a clear structure, but answers every question with a single sentence. (b) Tom’s talk is clear, organised and achieves its purpose of explaining how vaccines work; his answers are formal and reasonably detailed. (c) Lucy prepares nothing and speaks for two minutes, reading facts about her favourite singer from her phone, mostly audibly and in Standard English.

9. A student is ill on the day of the presentations and never attempts it. State what will appear for the endorsement and why. [2]

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Answers

1. Award 1 mark each for: a clear purpose (for example, “to persuade the audience that a car-free centre would make the town healthier and safer”); an identified audience (classmates and teacher, as local residents); and four logical sections, such as the problem (traffic, pollution), evidence from other towns, answering objections (shops, disabled access), and a call to action [2 for the sections].

2. Any opening that hooks and states a purpose: for example, “Every one of us threw away about a kilogram of rubbish this week. Today I want to convince you that our school could cut that in half.” [1 for a hook, 1 for a clear purpose, 1 for addressing the audience].

3. Any three [1 each]: a short anecdote; a rhetorical question; a striking statistic; a demonstration or prop; inviting a show of hands; varied pace and pauses; direct address; a callback to the opening at the end.

4. [1 each] (a) “My friend and I carried out a survey.” (b) “They were very surprised by the results.” (c) “It is genuinely harmful to your health.” (d) “Many of you may not have considered this.”

5. Spoken Standard English concerns grammatical forms and a register appropriate to a formal setting [1]; a speaker can still use a personal anecdote, humour or a distinctive voice while keeping standard grammar [1].

6. [2 each] Model answers:

• Pass (straightforward): “Yes, that might be a problem, but I still think it’s a good idea.”
• Merit (formal, some detail): “That is a fair concern. Schools could run supervised clubs on the fifth day, which would help working parents.”
• Distinction (perceptive, elaborates): “That is the main objection, and the answer depends on what the fifth day is for. If it is simply a day off, you are right that it shifts a burden onto families. But in the schools I described, the fifth day offered optional sport and study clubs, so childcare was covered and students gained activities. That suggests the idea only works if it is funded properly, which strengthens my point about investment.”

7. Ask politely for clarification [1], for example “Could you say a little more about what you mean by…?”, which is itself an appropriate response to spoken language (AO8) [1].

8. (a) Merit [1]. Content and structure meet Distinction [1], but responding perceptively and elaborating is required for Distinction; one-sentence answers fit Merit’s “some detail” at best, and under the competency rule every criterion must be met [1]. (b) Merit [1]. Clear organisation for the audience and an achieved purpose [1]; formal responses in some detail [1]. (c) Pass or Not Classified [1]. If she is audible and uses Standard English, and her talk shows an attempt at structure and at meeting audience needs, she meets Pass [1]; AQA notes that lack of preparation is likely to prevent access to higher grades [1].

9. Not Classified [1]: AQA records Not Classified for students who do not attempt the endorsement [1]. (Schools must give every student the opportunity to present.)

Frequently asked questions

Is there a list of set topics? No. The topic is agreed between you and your teacher in advance, so choose one that lets you develop challenging ideas.

Will my presentation be filmed? Possibly. Schools record a sample of presentations for moderation; in a centre with 30 or fewer students, all are recorded.

Can I present with a partner? The specification allows debates and dialogues as forms of presentation, and the criteria describe each learner’s own performance; ask your teacher how your school organises a shared format.

Official specification

AQA GCSE English Language (8700) specification, 3.1.3 Spoken language and the Spoken Language endorsement criteria — aqa.org.uk.