Lesson video

Hello, Miss Howard here.

We have come to our third and our final lesson in looking at Sir Winston Churchill.

So we're going to explore the final part of his speech.

Thinking about the journey that it's been on so far, I'm wondering what he might say or what final messages he wants to close on.

So we'll explore that speech.

We'll be using it as inspiration as well for our own use of rhetoric as well.

But enough about that later on.

For today's lesson, you'll need a pen and a piece of paper.

Close down anything, any apps or any conversations that you've got running in the background because that might seek to disturb you.

Find yourself a quiet space where you know you won't be distracted in any way.

And when you're ready, resume the video and we'll get started.

In our third and final lesson, looking at Winston Churchill's use of rhetoric, we're going to need to go back to consider that overarching purpose behind this speech, which was why looking at the context and the situation that led to the speech taking place was so important in our first lesson.

Many families like the one you see here would wait for days, weeks on end, sometimes months for letters to appear from their loved ones front line.

There was almost a sense of ceremony, when a letter arrived as the family would all gather together, one person would read the words aloud and everyone would listen and be thinking of their loved ones, as they were fighting away at war.

Churchill had a responsibility, as Prime Minister, to motivate the British public, while so many of them were away from home, fighting on the front line or in situations like the Dunkirk evacuation.

People relied on either the communication that their loved ones sent or alternatively the words from people like Churchill, sending through the wireless and old fashioned radio, to provide reassuring words, that would motivate the masses to continue to keep up morale even if the hardship of war was really quite difficult.

We're going to consider to what extent Churchill's structure of this rhetoric speech is effective and how he uses his closing words to drive this sense of motivation to the masses.

We'll start the lesson today with a little bit of a rhetoric retrieval, we'll then go on to have a look at the closing part of Churchill's speech and his motivational methods.

Where does he use that final parts of this speech to really drive this message home and provide reassurance and inspiration and motivation to the British public.

We'll consider the momentum of the motivational and how he uses language in order to achieve that.

And then we'll close by thinking about how we can use Churchill's words, as well as other speakers, to motivate a crowd.

We need to come back to this use of rhetoric to make sure when we're considering how effective a speaker is as to how they have made use of all three aspects of the Aristotelian triad.

To what extent they're trustworthy and incredible, or they appear to be.

They appear that what they're talking about genuinely care, it genuinely matters to them, to what extent they seem knowledgeable.

And, I think, if we then go back to Churchill's last lesson and he's inclusion of all of the numbers of how many troops were rescued and his, kind of, step by step account, he really built his logos there, didn't he? In the middle parts of the speech.

And then, to what extent the speaker has created a sense of pathos.

So, how have they evoked an emotional response from their audience? And in this case also, we need to think about the audience at play here.

Last lesson we thought about how Churchill's words, might've appealed to America.

Here we're going to focus more on the British public and how Churchill, and to what extent he does, raises a really high sense of high morale within the British public.

Now remember, in order to create really effective rhetoric, we need a blend of all three of these aspects of the triad.

So it's not good enough for Churchill to recall step by step facts of the events of Dunkirk, we need to feel that it matters to him, we need to feel that the British troops matter to him.

And we need to feel that he understood the severity of the situation in order to build up trust.

It's not good enough for him to build up trust without having full knowledge of the events, because otherwise we won't feel that he's particularly genuine, that he knows what it was like to be in that situation when the evacuation took place.

So a blend of these is really important to our understanding of to what extent somebody has used rhetoric effectively, really well.

So let's start off with the rhetoric retrieval.

I've given you four statements, what I'd like you to do is pause the video here, and write up the statements, but including the gaps.

So write, picking out, one of the words at the bottom of the screen and deciding which one fits in which statement.

Press play when you're done.

How did you get on? Let's have you read through.

Churchill use figurative language of an appendix to highlight the impossible situation that British forces faced.

Do you remember that? Where he described it as, "ever narrowing, ever contracting." It was this idea that the kind of the troops, British troops and the French troops were being forced into a corner by the enemy, like some sorts of digestive systems, squeezing food through.

Fantastic figurative language.

We've got, number two, he develops pathos stating, "our men carried on, with little or no rest for days "and nights on end, making trip after trip "across the dangerous waters." So he really wants to appeal to this understanding that he emphasises, and he understands the severity of the situation, how awful it must have been.

Number three, the description of the evacuation as, "a miracle of deliverance," uses hyperbole to emphasise how impossible the task seemed.

The hyperbole, isn't that a fantastic word? Okay, so he exaggerates, isn't it? So it almost becomes an act of God, this Holy act, as he uses the word miracle to describe the evacuation as a whole.

Number four, Churchill creates a strong sense of ethos by flattering both the British and German forces.

So we really feel that this is somebody that should be respected.

He presents himself as honourable because he does acknowledge both sides of the struggle that they faced in this situation and how, you know, there was a lot resting on the outcome that it would be viewed as a fantastic achievement for whoever managed to carry out the operation successfully.

And he acknowledges that of the German forces, as well as the British forces, which makes him appear incredibly honourable, as a result.

So let's focus on what he talked about previously.

So where has he been quite motivational already? In the two sections of this speech, that we'd had a look at, you may want to make notes here, but really as a reminder, so may be the fact that you want to pause the video and have a look back over your notes from lesson one and two, to make sure you understand how Winston Churchill has been motivational so far.

Remember in lesson one, we said, well, he's just set up how awful it was, but there was elements of complimenting the British forces.

And then last lesson, there was, kind of, flattery, this use of flattery, he was building that momentum, wasn't he? Of being motivational by starting to compliment and acknowledge the strength and the bravery and the power of the British troops in what was an incredibly difficult situation.

So it says, "Churchill opened with a bleak negative picture "to highlight how severe the danger was at Dunkirk.

"He describes the British troops at Dunkirk "as the 'root' and the 'core' "of the British army to create a sense of ethos." Do you remember that? He said that they were the root, the core and the brain.

So lots of flattery there and acknowledgement for the bravery of their soldiers.

That was the very best of the British troops in that situation of that, of the kind of week, that the evacuation took place, the four or five days, that evacuation took place.

He described the evacuation as "a miracle deliverance," to emphasise how impossible the task to had seemed and yet, "our men", he says, that collective noun, our men managed it.

And he uses collective nouns all the way through and imagine how powerful this must've been, not just in the House of Commons, but once that was broadcast on the radio for people to listen to, to feel as though there were parts of that effort, that even if they weren't directly involved at Dunkirk, for those few days, they were involved because it was, "our men", he says, and he kind of puts himself in, with the British public, in that regard.

We said, "We flattered both German and British troops "to present himself.

." "He flattered," sorry, "Both German and British troops "to present himself as honourable and respectful, "describing the German troops as 'a very brave race' "to build a sense of both pathos and patriotism." So it is that fact that he really flatters British troops to build patriotism with that kind of "root" and "core".

And he described this as "superior", doesn't he? Following this statement of "a very brave race".

But it does build a sense of empathy for the British public and those listening, kind of, further afield.

If we're thinking of it, this was intended for America as well, by describing The Germans as "a very brave race" it's like acknowledgment, it makes him sound quite respectful, in that regard, of the German troops.

So have a ago at this multiple choice question for me.

Churchill describes the evacuation as? Brilliant work, if you got number three, "a miracle of deliverance".

Right, we've got three new words for the final parts of our speech today.

So you may need to pause the video here and just jot these down and what they mean in your own words, to make sure that you've made sense of them.

So don't feel that you need to copy out the definitions that I've given you here.

It would be far better for you and you'll understand them a great deal more if you write in your own words, okay? So first of all, we have prosaic, you say it.

Prosaic.

Again.

Prosaic.

Fantastic word.

Used to describe a style that is prose and not poetry.

So when somebody says that something is prosaic, they're making an insult.

They're saying, well, it's not poetry, it's prose, it's just writing.

So it's without imagination or originality.

If somebody is saying that somebody is prosaic, they're criticising them.

They're saying they're not very interesting, or they're not very imaginative or their work is not very interesting or imaginative.

Colossal, you say it.

Colossal.

Again.

Brilliant word.

Colossal.

Something that is extremely large or grand.

You can also use it figuratively.

like here, "his power was colossal".

The last one, tyranny.

You say it.

Again.

Tyranny.

You say it.

Brilliant.

Three new words, fantastic.

Tyranny means cruel or aggressive rule or government.

It's taken from the word tyrant.

So sometimes people just think that you're meant to pronounce it tyranny and not, it's tyranny.

But it's taken from the word tyrant.

Now, tyrant was taken from Roman rule, on Roman times where leaders were described as tyrants.

It wasn't actually quite a negative thing at that point.

It was just a word to describe somebody that run a dictatorship, where one person was in charge of a particular kingdom or region.

So it didn't actually have the negative connotations that we have now, but to be a tyrant now, is you know, to be a cruel or aggressive or merciless leader.

So tyranny is, beware the tyranny, is the behaviour of the tyrant.

"Beware the tyranny of the enemy", is the cruelty or the aggression of the enemy.

Don't forget to pause if you need to write any of these down and make sure that you understand them in your own words.

Okay, so this is the final section of the "We Shall Fight on the Beaches" speech.

Now you might be wondering why it's called the, "We Shall Fight on the Beaches" because we've yet to hear anything about the beaches, have we not? We've heard about appendix, and we've heard about the "roots" and the "core" and the "heart".

So hopefully, this final section will make it make complete sense.

As you listen, what I'd like you to do, is make notes about how Churchill describes the soldiers, so who does he say they are also superior to and the language that he uses for his powerful, final messages, okay? So I want you to focus on who else Churchill describes the soldiers as superior to or how he describes the soldiers and then the language that he uses in those final, kind of, the powerful, final closing messages of the speech, overall.

Now, if you need to pause the video, once the recording is played, so you can capture it with your notes, please do so.

And then we'll see what you get once we've finished up listening and you've finished up note taking.

Sir, when we consider how much greater, would be our advantage in defending the air above this Island against an overseas attack, I must say that I find in these facts a sure basis, upon which practical and reassuring thoughts may rest.

I will pay my tribute to these young airmen.

The great French Army was very largely, for the time being, cast back and disturbed by the onrush of a few thousands of armoured vehicles.

May it not also be that the cause of civilization itself will be defended by the skill and devotion of a few thousand airmen.

There never has been, I suppose, in all the world, in all the history of war, such an opportunity for youth.

The Knights of the Round Table, the Crusaders, all fall back into the past, not only distant but prosaic.

These young men, going forth every morn to guard their native land and all that we stand for, holding in their hands these instruments of colossal and shattering power, of whom it may be said that, every morn brought forth a noble chance And every chance brought forth a noble knight, deserve our gratitude, as do all the brave men, in so many ways and on so many occasions, are ready, and continue ready to give life and all for their native land.

Nevertheless, our thankfulness, at the escape of our Army and so many men, whose loved ones have passed through an agonising week, must not blind us to the fact that what has happened in France and Belgium is a colossal military disaster.

The French Army has been weakened, the Belgian Army has been lost, a large part of those fortified lines upon which so much faith had been reposed is gone, many valuable mining districts and factories have passed into the enemy's possession, the whole of the Channel ports are in his hands, with all the tragic consequences that follow from that, and we must expect another blow to be struck, almost immediately, at us or at France.

We are told that Herr Hitler has a plan for invading the British Isles.

This has often been thought of before.

When Napoleon lay at Boulogne for a year with his flat-bottomed boats and his Grand Army, he was told by someone.

"There are bitter weeds in England.

There are certainly a great many more of them since the British Expeditionary Force returned.

Sir, I have, myself, full confidence that if all do their duty, if nothing is neglected, and if the best arrangements are made, as they are being made, we shall prove ourselves, once more able to defend our Island home, to ride out the storm of war, and to outlive the menace of tyranny, if necessary for years, if necessary alone.

At any rate, that is what we are going to try to do.

That is the resolve of His Majesty's Government, every man of them.

That is the will of Parliament and the nation, The British Empire and the French Republic, linked together in their cause and in their need, will defend to the death their native soil, aiding each other, like good comrades, to the utmost of their strength.

We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hill; we shall never surrender, and if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God's good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.

Okay.

Does it all make sense now? So as he closes, I those final words of the speech, we have that repetition, don't we? We will fight, we will fight, we will fight, we will fight on the beaches, okay? So let's have a look at some of the things you might have had written down for his final closing words, and also the description of the soldiers and the various people that he compares them to.

So he starts, as quite an early point, of that third section of the speech.

And he says, "I will pay my tribute to these young men." What I'd like you to do is just write this down and leave some space around it as I have done.

So pause the video here and write that statement down.

So first of all, he compares them to, he says, "The knight of the Round Table, "the Crusaders, all fall back into a prosaic past." Now without going into huge amounts of dance, Well, I definitely say this is something that you might want to go and look up, because the history behind it is really interesting.

The Crusades were a series of religious Wars that were initiated, kind of, directed by the Latin church.

So you're looking at the mediaeval period between, kind of, 1,000 AD and 12-1300 AD So these were people that actually took a public vow and set off to join a Crusade.

And Crusade would be, you know, like a long journey where they would campaign, essentially to combat things like paganism, witchcraft, but also to resolve conflict between different Islamic church and Roman Catholic groups.

So he's actually making an incredible compliment there, when he compares them to the Crusaders.

Also this compliment, "the Knights of the Round Table".

Again, this is something, actually, you've done already, King Arthur and the Knights at the Round Table, The Knights were, kind of, really highly regarded in mediaeval British history.

And so the fact that he says "the Knights of the Round Table, "the crusaders all fall back into a prosaic past", have a look at your notes, what does prosaic mean? Yes, that's right.

So this idea of prosaic becomes unimaginative and unoriginal, that actually, the survivors of the Dunkirk evacuation, their story will supersede.

So will be, you know, more important in history books, than the Knights of the Round Table or the stories of the crusaders.

So that's a really high compliment to pay the young airmen.

Pause the video here and just write down your own ideas around that statement.

Next up, he says, and he gives them such a sense of power and ownership here, He says, "holding in their hands, "these instruments of colossal and shuttering power".

Do you remember what colossal means? Yes, that's great.

Remember, grand or extremely large.

So he's saying the power that these young airmen hold now as a result of their courage and their devotion and their patriotism to their country is colossal.

So again, really high compliments to actually imply that these people, these young airmen, who would have been incredibly young, we're talking, kind of 17, 18, and upwards, have this power as a result, and that they're holding it in their hands is quite vivid imagery there, that figurative language there.

Pause the video here, and write down, in your own words, how that quotation has been used to compliment the airmen.

Next up.

We have this other one, "there are bitter weeds in England".

Now that sounds like it's got a quite negative connotation.

If somebody called me a bit weed, I'm not sure I'd take it as a compliment.

However, Churchill, means by this, this kind of this figurative language, this imagery that he's described, he uses this metaphor to describe the troops as bitter weeds.

Weeds are quite stubborn.

And so it's this concept that, you know, the airmen, the troops are troops are resilient and won't give up and perseverant and stubborn, a bit like weeds.

So he uses this, kind of, and he paraphrases, so he quotes Napoleon, another great figure in, Battle history as saying this about the people of England.

And again, it's quite a high compliment because he's essentially saying, you know, we're so stubborn, we will never give in.

Pause the video here and write in your own words, an explanation of how he's complimenting the airmen with that quotation.

So, let's see how you get on with this.

What great event is Churchill referring to in his speech? That's a little bit of a recap there.

Who does Churchill pay tribute to in the closing section of his speech? So pay tributes, compliment, acknowledges, you know, as they've done an incredible thing.

Number three, what does the quotation of Napoleon mean? So "the bitter weeds", and as an additional challenge for you, why does Churchill say that the power of the troops is colossal? Why does he say that? Use because but, so so to expound your sentences, in your responses, and then we'll see what you've got.

Pause the video here.

So here's some examples that you might have had for your answers.

Don't worry if you've not worded them exactly as I have, or you may have had them pulled from different ideas or different examples.

So number one, Churchill's speech referred to the Dunkirk evacuation in 1940.

Number two, Churchill pays tribute to the brave British troops, because they managed to evacuate over 300,000 soldiers from Dunkirk.

Yes, 338, was it not? in what was an almost impossible situation.

So you must have had something around, kind of, British and French soldiers.

You might have the exact figure, don't worry too much if your words aren't quite the same.

Number three, Napoleon's quotation, "there are bitter weeds in England", describes the soldiers because they are stubborn and persistent, so will never give up.

Challenge question.

If you had to go at this, fantastic work, I love people that reach for the challenge question.

Churchill uses the word colossal because the bravery of the soldiers is impressive.

Definitely, because that word colossal just, you know, makes them sound incredible, iconic.

Remember that use of prosaic as well, that, you know, all of the other heroes of our past are prosaic compared to the bravery of these soldiers at Dunkirk.

Pause the video here if you need to add anything to your answers, or if you want to improve them in any way, just after you've looked at those examples.

So let's have a look at the final words within the speech itself.

So this will be the the second part of your notes that will help you out with it This momentum of motivation that Churchill creates.

Now, the word momentum, which is noun, is for something to build power or strength.

So if you're building momentum, it means that you create more power and more strength in what you're saying, as you get to the end and there is this big climax at the end.

And so this big finale, as we see, and you probably heard from Winston Churchill's voice, as he was talking, he was getting more and more enthusiastic, wasn't he? As he spoke.

So an example sentence might be, "The fundraising gathered momentum as the shop got busier." So if you're fundraising, if you're raising money for charity in a shop, as the shop gets busier, your fundraising is going to gather momentum.

So let's have a look at the momentum of motivation in Churchill's final words, he said, "We shall prove ourselves once again, "able to defend our island home, "to ride out the storm of war "and to outlive the menace of tyranny." Notice that tricolon there, "Be able to defend our island home", " to ride out the storm of war" and "to outlive the menace of tyranny".

This is a man who knew his rhetoric.

"Outlive the menace of tyranny, "if necessary for years, if necessary alone." And why does he say that? Ah, yes, American might be listening.

So he's saying, if you'd like to have your help, that would be nice, but we can do this alone because we are incredible as a country.

Let's focus in on this "outlive the menace of tyranny".

What does tyranny mean, again? Do you remember? That's right, it's taken from the word tyrant.

So it's an aggressive or cruel leader, in some way.

So to "outlive the menace of tyranny", there is this kind of threat, isn't it? Of the enemy taking over.

So Churchill outlines that Great Britain will defend its status as a democracy.

Now, a democracy, is the system that we currently have in great Britain, where once you reach adulthood, everybody has a vote, and as part of that vote, it means that you get to have some say in the way that the country is run and the decisions that made, and who you want to run the country.

Now, if you live usually with a situation where there's tyranny or a tyrant, is in charge, remember what I was saying about the Roman origins, then that means that one person is in charge, nobody gets a say, and nobody gets to vote.

Just that person is in charge and that's the end of it.

So by using the word, tyranny, Churchill was very much saying we will continue as a democracy.

This is important to us, "we will outlive the menace of tyranny".

So he's saying, as a democracy, we will outlive any threat that comes to try and take over the way that we run our country.

The repetition of necessary here alone, as well, enforces, his opinion on the matter, which would win the favour of British people listening.

Because he saying, "if necessary for years", he's saying no matter what, we will continue, we will persevere.

We will continue, "to defend our island home, "to ride out the storm of war, "and to outlive the menace of tyranny." That would be really encouraging for the British people to hear, that necessary, "if necessary for years, "if necessary alone." Because the British people would be concerned and fearful of possible invasion in the future.

And so Churchill is very much reassuring, wining the faith of British people here by saying, do not be afraid, okay? You've also got, as I said, that, tricolon there, " to defend our island home, to ride out the storm of war, "to outlive the menace of tyranny".

And so he's very much talking about as the British people, we ourselves, yeah? That collective noun, "our Island home", He's very much talking about us all coming together to defend Britain.

So let's have a look at this section.

What emotions would this evoke for the British listener? How would they feel listening to the final part of Churchill's speech? His final words? Let me read it through for you.

You might want to make some notes as I'm reading about how, as a British listener, they would feel listening to this being broadcast.

"We shall go on to the end.

"We shall fight in France.

"We shall fight in the seas and oceans.

"We shall fight with growing confidence "and growing strength in the air.

"We shall defend our Island, whatever the cost may be.

"We shall fight on the beaches, "we shall fight on the landing grounds.

We shall fight in the fields and in the streets, "we shall fight in the hills; "we shall never surrender." We shall, we shall, we shall, we shall.

And it builds momentum, doesn't it? Let's have a look at this in a little bit more detail.

Please feel free to pause the video at any point and make notes around the way that the rhetoric is being used here.

So there's a real sense of momentum building, isn't there? We shall, we shall, we shall, we shall fight, we shall defend.

We shall fight, we shall fight, we shall fight, okay? So that repeated anaphora, remember anaphora? Repetition in successive phrases, clauses, or sentences.

So that repetition of the beginning of the clause, we shall, we shall, we shall, we shall, yeah? we shall fight, we shall defend, We shall fight, we shall fight.

That repeated anaphora, you say it.

Anaphora.

Builds momentum to build a sense of pathos for the British public, okay? This is really going to make anyone listening to it really fired up, really motivated, really proud to be British at this moment in time, because although this has been an evacuation, a retreat.

So the British troops, kind of, retracing back to Britain, he wants the British public to recognise, this isn't us running away, we are returning home to defend our country, to defend our island, yeah? The use of collective nouns in that anaphora, as well is very worth noting.

We, we, we, we, we.

He's not talking about the British troops anymore, he's not saying those airmen, they anymore, he's talking about us all together.

So that use of collective nouns throughout, and the declarative statement of "we shall", yeah? Would really lift morale because it's really strong, certain statement repeated over and over again.

And you could hear that come through in his voice, couldn't you? "We shall fight" But that "we" involves us all.

So let's see how you get on here, you've got three statements, are they true or false? Pause the video.

Excellent work, if you've got number one and number two, were both true.

Churchill your use collective nouns to lift morale in the British public.

And the speech uses anaphora to emphasise the success of the British troops.

False, was Churchill who uses collective nouns to build logos.

He does use collective nouns, however, I would say that's to build the pathos, that's to emphasise with the crowd, yeah? To build that ethos, of trust and I care about this as much as you do but also that pathos to appeal to the British crowds, to move them emotionally to feeling proud and patriotic.

So, here's your task for today.

We're going to use Winston Churchill as our inspiration, because this is clearly a man who knows how to use rhetoric well.

Your school sports team are losing 10 nil, Oh, 10 nil, 10 mil to a local team, you've been asked to give a one minute speech to lift morale for the second half of the match, what a task.

So what you need to do is really build up that momentum of motivation for those people listening to you.

Think about how they're going to feel in these final moments before they went into half-time, and about how defeated they must feel, how weak, how hopeless the situation must feel, and it's your job to turn that around.

So let's have a think about what Winston Churchill used in order to turn a situation that could have, possibly, been viewed as not necessarily a strong or powerful decision, and really turned it around into demonstrating how strong and powerful Great Britain are.

He used collective nouns to show that we're all in this together, that we, our men, we shall fight, yeah? He used hyperbole in several occasions.

So the fact that he described previous heroes as prosaic, that's quite an exaggeration, but you have hyperbole all the way throughout and you also have that use anaphora in his final line.

So that might be something that you want to choose to do in your final lines, in your final sentences of your speech, of that, we shall, or we will, or whatever it is that you want to repeat over and over again, to make it memorable for your audience.

Remember Winston Churchill's, "We Shall Fight on the Beaches" speech doesn't even reference the beaches until we have that final section.

But because that statement was so memorable and repeated in that closing section, it became what we named the speech for.

I'm going to show you an example answer, and then I want you to come back to this slide, and then you can get started on your writing.

So let's have a look at an example first of all.

So, this person has attempted to build morale.

Let's have a look and see how they're doing.

"Time has not been kind to us.

"As we fought bitterly, "we have been faced with the most colossal of challenges." Oh, they've used "colossal", brilliant work.

"Knees scraped, tears of sweat, cries of mercy." Tricolon.

"We have endured it all for nothing.

"However, as the other team have demonstrated, "the best work comes from working together "and now it's our time to rise to such a challenge." Oh, collective noun, "our job" "We will score at this ground, "we will score at the next ground, "we will score on the coldest November Saturday, "in sleet or snow, "we will score as though our lives depended on it.

"Our time is today, together, now." Oh, well, isn't that absolutely fantastic.

So we've got the quite negative opening, where they set the scene of what's happened so far with that use of a tricolon there as well.

"Knees scraped, tears of sweat, cries of mercy," they then used that collective noun, "we" all the way through, and "us".

Then we have anaphora, we will score, we will score, we will score, we will score.

And that use of collective noun at the end, "our lives depended on it".

Fantastic! Hyperbole, I would definitely say, "cries of mercy".

I think that makes it almost sound like a battlefield rather than a football or a basketball match.

I'd like to guess football from the scraped knees and the scoring, okay? So, over to you.

Pause the video here.

You can plan out your ideas first of all, if you want to, and put your speech together, your one minute speech to lift morale for the second half of this match.

Best of luck.

Amazing work with your speech to raise morale.

I bet it's absolutely incredible.

I strongly suggest you have a practise, now that you've written it out, in speaking it out loud, because I think the wonderful thing about rhetoric is if we think about the way that Winston Churchill did this, is where you linger over, where you give power, to maybe some words more than others.

And that's how you really, kind of, enhance emotive you can be at various points in the speech.

So bring your work.

I'd like you to do two things for me before we finish up.

If you can write down three things that you've learned across the speech as a whole, so the last three lessons.

I'm really interested to see what you took away from that.

It might be new vocabulary, it might be around Winston Churchill's use of rhetoric, or it might be something else that maybe you didn't know before that you know.

The second thing I'd like you to do is to complete your quiz.

I'm really interested to see how much you learnt today and take care and I'll see you next time.