Five-Week Plan
A week-by-week sequence from hosting and presence to format design, questions, contestant care, roles and a full classroom show.
Open resource →
Year 9 Power of Speech • Oratory
Game Show
A five-week unit on the speaking craft behind a game show. Students learn how a host holds a room, how a format creates suspense, how to write fair questions, how to care for contestants, how to build audience energy, how to work as a team and how to design an original classroom game show that runs safely and on time.
What this packet is. It contains 16 public resources, including this overview. Students move from the role of the host and the logic of a format to question writing, contestant care, audience energy, microphone and studio craft, pacing, contingency planning and the design of an original classroom game show. All formats and examples are original; no commercial show is copied or endorsed.
Unit outcomes
- Explain how a game show uses spoken language to create suspense, clarity and fun.
- Host a short segment with a clear voice, warm presence and steady pace.
- Design an original format with rules that are simple, fair and repeatable.
- Write questions and answers that are accurate, unambiguous and appropriately difficult.
- Care for contestants so that participation is safe, voluntary and dignified.
- Build and read audience energy without pressuring people to perform.
- Share production roles, including host, co-host, judge, scorekeeper, timekeeper and sound.
- Use a microphone and a simple set with confidence and care.
- Pace a show and plan for delays, mistakes and technical failure.
- Review a show and make one specific improvement.
The five-week shape
| Week | Focus |
|---|---|
| Week 1 | The speaking craft of the game show. Study hosting, presence and the audience contract; try a short host segment. |
| Week 2 | Format and rules. Design an original format; write rules that are simple, fair and repeatable. |
| Week 3 | Questions and contestant care. Write accurate questions; protect contestants from pressure and humiliation. |
| Week 4 | Energy, roles and technical craft. Build audience energy, share production roles, use a microphone and set. |
| Week 5 | Pacing, contingency and the show. Plan timing and backups; run an original classroom game show; review it. |
Public resources
Outcomes and Skills
What game-show speaking asks of a host, a contestant and a production team, and what a strong show looks like.
Open resource →Game Shows as Speaking Practice
Why the game-show genre is a useful classroom for voice, pace, clarity and audience awareness, and how to use it without copying a commercial show.
Open resource →Hosting and Presence
Welcome, explain, invite: the host's voice, stance, timing and warmth in front of a live room.
Open resource →Format and Rules
Designing an original game with clear rounds, fair scoring and rules the audience can understand in thirty seconds.
Open resource →Questions and Answers
Writing questions with one clear answer, checking them for fairness and sorting them by difficulty.
Open resource →Contestant Care
Consent, dignity and a way out: making participation safe for everyone who plays.
Open resource →Audience Energy
Building atmosphere, reading the room and involving the audience without forcing anyone to perform.
Open resource →Teamwork and Roles
Who runs the show: host, co-host, judge, scorekeeper, timekeeper, sound and stage, and how the handovers work.
Open resource →Microphone and Studio
Using a microphone, setting a simple stage and looking after sound without a professional studio.
Open resource →Pacing and Timing
Building a run sheet, keeping rounds moving and knowing what to cut when the show runs long.
Open resource →Contingency and Safety
Planning for wrong answers, dead microphones, stage fright, over-excited audiences and medical needs.
Open resource →Designing a Classroom Game Show
A complete workshop: concept, format, questions, care plan, roles, rehearsal and a live show.
Open resource →Teacher Notes
Planning, differentiation, consent, cultural safety and participation for the Game Show unit.
Open resource →Sources and Provenance
What is original, how commercial formats are avoided, and what the packet deliberately excludes.
Open resource →Planning and support
Read the teacher notes for planning, differentiation, consent, cultural safety and participation guidance. The sources and provenance page records what is original, what is excluded and how the packet avoids copying commercial formats. Differentiation is built into the teacher notes rather than published as a separate student page. The sources and provenance page records what is public, what is linked rather than copied, and what the packet deliberately leaves out.
No assessment instrument. This packet does not publish confidential class briefs, scores, bands, weights, task numbers, due dates or test papers. It is a teaching and formative-feedback resource. Teachers keep their own school instruments offline.
Last reviewed: October 2026. Counts on this page match the public HTML pages in this folder.