Courseversity

Sharing information orally

Primary EducationGrade 1English & Language ArtsCV-PRI-G01-ELA-U10-L0545–60 min

You will learn

  • Speak clearly and loudly enough.
  • Share two or three facts in order.
  • Look at the audience.
  • Answer a question from the audience.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Stand tall and look at your audience.
  2. Speak clearly and loudly enough.
  3. Share facts in order.
  4. Answer questions politely.

Words to know

audience
the people who listen
clearly
so people can understand
share
tell others
volume
how loud or soft you speak

1. Discover: Our frog facts

Ama stands in front of the class. She looks at her friends and says in a clear voice, “Today I will tell you about frogs. First, frogs live near water. Next, frogs lay eggs. Last, frogs can jump far. Does anyone have a question?” Kofi puts up his hand.

Think: How did Ama speak?

2. Understand: Sharing what we know

Idea 1: Speak well

Stand tall, look at your audience, and speak clearly at the right volume.

Idea 2: In order

Share facts in order: First, next, last. Start by saying what you will talk about.

Idea 3: Questions

Invite questions and answer politely. If you do not know, say so.

Remember: To share information, stand tall, speak clearly, share facts in order, and answer questions politely.

3. Worked examples

Example 1 (I show you): Begin

How can you start?

  1. Say your topic.
  2. Look at the audience.

Answer: Today I will tell you about frogs.

Example 2 (We do it together): Order

Put in order: last, first, next.

  1. Start with first.
  2. End with last.

Answer: first, next, last

Example 3 (You try): Question

Someone asks a question you cannot answer. What do you say?

Show the steps and answer
  1. Be honest.
  2. Be polite.

Answer: I do not know, but I can find out.

Did you know?

Speaking in front of others gets easier the more you practise.

Why this matters

Sharing what you know helps others learn and builds your confidence.

4. Explore: Show and tell facts

Share facts with a group.

  1. Choose three facts.
  2. Practise them.
  3. Share with a small group.
  4. Answer one question.
Think about it: what did you notice?

You can share what you know.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • Today I will tell you about ___.
  • First, ___.
  • Next, ___.
  • Does anyone have a question?

Guided practice

Question 1. How can you start?

Today I will tell you about frogs.

Question 2. Order the words: last, first, next.

first, next, last

Question 3. A question you cannot answer?

I do not know, but I can find out.

Independent practice

Level 1: Start

  1. We look at our ___.
  2. We speak ___.
  3. We share facts in ___.
  4. We answer questions ___.
  5. We stand ___.

Level 2: Grow

  1. Start a talk about dogs.
  2. End a talk.
  3. Say a fact about frogs aloud.

Level 3: Stretch

  1. Plan a short talk with three facts.
  2. Why look at the audience?
  3. Kofi whispers to the floor. Is that good?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Tell a family member three facts you know about an animal.

Show a sample answer

First, a cat has whiskers.

Another one. Practise a short talk in front of a mirror.

Show a sample answer

I speak clearly.

7. Common mistakes

Mistake: Speaking too quietly.
Fix: Speak loudly enough.
Another mistake: Looking at the floor.
Fix: Look at the audience.

8. Lesson summary and revision card

I can…

  • I can speak clearly.
  • I can share facts in order.
  • I can look at the audience.
  • I can answer questions.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. We look at our ___.

2. We speak ___.

3. We share facts in ___.

4. A good start is ___.

5. We answer questions ___.

6. We stand ___.

7. Order words: first, next, ___.

8. If we do not know, we say ___.

9. Volume means how ___ we speak.

10. Kofi whispers to the floor. What is wrong?

11. What should we do first in a talk?

12. The audience is the people who ___.

Challenge 1. Which is the best ending?

Challenge 2. Which shows good speaking?

Your result appears here after you answer every question.

10. Key takeaways

  • Stand tall and look at the audience.
  • Speak clearly.
  • Share facts in order.
  • Answer questions politely.

11. Next lesson

Next lesson: Creating picture stories. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. Name two things that help us speak well. [2 marks]
  2. Put in order: last, first, next. [1 mark]
  3. What can we say if we do not know an answer? [1 mark]
  4. Start a talk about dogs. [1 mark]
  5. Explain how to share information in a talk. [3 marks]

Total: 8 marks.

Marking guide and model answers
  1. clear voice [1]; look at the audience [1]
  2. first, next, last [1]
  3. I do not know, but I can find out [1]
  4. introduces the topic [1]
  5. say the topic [1]; share facts in order [1]; speak clearly and answer questions [1]

Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.

Printable worksheet

  1. We look at our ___.
  2. We speak ___.
  3. We share facts in ___.
  4. We answer questions ___.
  5. Order words: first, next, ___.
  6. Start a talk about dogs.
  7. True or false: we look at the floor.
  8. True or false: we speak clearly.
  9. Share three facts aloud.
  10. Answer a question from a friend.

Homework

Practise a short talk with three facts and share it with your family.

Answer key and marking scheme

Question Expected response Marks
1. We look at our ___. audience 1
2. We speak ___. clearly 1
3. We share facts in ___. order 1
4. We answer questions ___. politely 1
5. Order words: first, next, ___. last 1
6. Start a talk about dogs. Today I will tell you about dogs. 1
7. True or false: we look at the floor. false 1
8. True or false: we speak clearly. true 1
9. Share three facts aloud. three spoken facts 1
10. Answer a question from a friend. a polite answer 1
Total 10

Independent practice answers. Level 1: 1 audience; 2 clearly; 3 order; 4 politely; 5 tall. Level 2: 1 Today I will tell you about dogs.; 2 Thank you for listening.; 3 Frogs live near water.. Level 3: 1 three facts in order; 2 so they feel included; 3 no, speak clearly to the audience.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Speak clearly and loudly enough Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Share two or three facts in order Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Look at the audience Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Answer a question from the audience Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Speaking too quietly. Speak loudly enough.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Use cue cards with pictures.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises sharing facts aloud with confidence. You do not need to be an expert to help.

  • Be a kind audience.
  • Ask one question.
  • Praise confidence.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: speak clearly and loudly enough; share two or three facts in order; look at the audience; answer a question from the audience.

Prerequisite knowledge. Gathering simple facts.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Model a short talk.

Explanation (10 min). Teach speaking skills and order.

Guided activity (10 min). Practise show and tell facts.

Independent activity (10 min). Learners share with a small group.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. Did I speak clearly? Did I share facts in order?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use cue cards. Extension. Give a longer talk.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Speaking too quietly. Speak loudly enough.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Use cue cards with pictures. Enrichment. Give a two-minute talk. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Writing; Grade 1 » Reading: Informational Text; Grade 1 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core SL.1.4 (describe people, places, things, and events with relevant details, expressing ideas and feelings clearly) and SL.1.6; Cambridge Primary English Stage 1 (speaking and listening). These sources informed the lesson.

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