Courseversity

Organised oral presentations

Primary EducationGrade 3English & Language ArtsCV-PRI-G03-ELA-U01-L0645–60 min

You will learn

  • Plan an opening.
  • Organise three points.
  • Use a clear voice.
  • Close the talk.

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. Opening: greet and state the topic.
  2. Body: three points with details.
  3. Closing: sum up and thank.
  4. Practise aloud.

Words to know

opening
the start of a talk
point
an important idea in a talk
closing
the end of a talk
pace
how fast you speak

1. Discover: Our market

Chidi presents: Good morning. Today I will tell you about our local market. First, it sells fresh food. Second, it gives people jobs. Third, it is a place to meet friends. In short, our market helps our town. Thank you.

Think: What are the three points?

2. Understand: Organising a talk

Idea 1: Opening

The opening greets the audience and names the topic.

Idea 2: Points

Give three points. Use words such as first, second and third. Add one detail to each point.

Idea 3: Closing and pace

The closing sums up and thanks. Keep a steady pace: not too fast, not too slow.

Remember: An organised talk has an opening, three points with details and a closing, spoken at a steady pace.

3. Worked examples

Example 1 (I show you): Opening

What is Chidi’s opening?

  1. Greeting and topic.

Answer: Good morning. Today I will tell you about our local market.

Example 2 (We do it together): Points

What are the three points?

  1. First, second, third.

Answer: fresh food, jobs, meeting friends

Example 3 (You try): Closing

How does Chidi close?

Show the steps and answer
  1. Sum up and thanks.

Answer: In short, our market helps our town. Thank you.

Did you know?

Speakers who practise three times usually feel much calmer.

Why this matters

An organised talk is easier to follow and remember.

4. Explore: Plan a talk

Plan a short talk.

  1. Choose a topic.
  2. Write an opening.
  3. Write three points.
  4. Write a closing and practise.
Think about it: what did you notice?

You can organise a talk.

5. Practise

Say it in a sentence

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

  • Good morning. Today I will talk about ___.
  • First, ___. Second, ___. Third, ___.
  • In short, ___.
  • Thank you for listening.

Guided practice

Question 1. The start of a talk is the ___.

opening

Question 2. An important idea in a talk is a ___.

point

Question 3. The end of a talk is the ___.

closing

Independent practice

Level 1: Start

  1. The start of a talk is the ___.
  2. An important idea in a talk is a ___.
  3. The end of a talk is the ___.
  4. How fast you speak is your ___.
  5. Chidi talks about the local ___.

Level 2: Grow

  1. Name the first point.
  2. Write a sequence word for point two.
  3. How does the talk end?

Level 3: Stretch

  1. Should the pace be steady?
  2. Should you practise?
  3. Should you greet the audience?

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

6. Apply: English in everyday life

Plan and give a one-minute talk to your family.

Show a sample answer

a talk

Another one. Give a one-minute organised talk to your family.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can plan an opening.
  • I can organise three points.
  • I can use a clear voice.
  • I can close the talk.

9. Check and master

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

1. The opening is the ___ of a talk.

2. The closing is the ___ of a talk.

3. A good talk has about ___ main points here.

4. Pace is how ___ you speak.

5. What is Chidi’s topic?

6. What is the first point?

7. What is the second point?

8. What is the third point?

9. What does Chidi say at the end?

10. A good opening should ___.

11. Which pace is best?

12. Why practise aloud?

Challenge 1. Which is the best closing?

Challenge 2. Which is the best order?

Your result appears here after you answer every question.

10. Key takeaways

  • Opening: greet and state the topic.
  • Body: three points with details.
  • Closing: sum up and thank.
  • Practise aloud.

11. Next lesson

Next lesson: Respectful responses. 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. What is an opening? [1 mark]
  2. Name the three parts of an organised talk. [3 marks]
  3. List the three points in Chidi’s talk. [3 marks]
  4. What should a closing do? [2 marks]
  5. Explain how to organise a talk. [3 marks]

Total: 12 marks.

Marking guide and model answers
  1. the start of a talk [1]
  2. opening [1]; points [1]; closing [1]
  3. fresh food [1]; jobs [1]; meeting friends [1]
  4. sum up [1]; thank the audience [1]
  5. opening with topic [1]; three points with sequence words [1]; closing [1]

Score guide: 11 to 12 = secure. 8 to 10 = nearly there, revise the parts you missed. Under 8 = work through the lesson again with a grown-up.

Printable worksheet

  1. The start of a talk is the ___.
  2. An important idea in a talk is a ___.
  3. The end of a talk is the ___.
  4. How fast you speak is your ___.
  5. Chidi talks about the local ___.
  6. Name the first point.
  7. Write a sequence word for point two.
  8. How does the talk end?
  9. Should the pace be steady?
  10. Should you practise?

Homework

Give a one-minute organised talk to your family.

Answer key and marking scheme

Question Expected response Marks
1. The start of a talk is the ___. opening 1
2. An important idea in a talk is a ___. point 1
3. The end of a talk is the ___. closing 1
4. How fast you speak is your ___. pace 1
5. Chidi talks about the local ___. market 1
6. Name the first point. it sells fresh food 1
7. Write a sequence word for point two. Second 1
8. How does the talk end? Thank you. 1
9. Should the pace be steady? yes 1
10. Should you practise? yes 1
Total 10

Independent practice answers. Level 1: 1 opening; 2 point; 3 closing; 4 pace; 5 market. Level 2: 1 it sells fresh food; 2 Second; 3 Thank you.. Level 3: 1 yes; 2 yes; 3 yes.

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 Plan an opening 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 Organise three points 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 Use a clear voice 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 Close the talk 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: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  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 a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • 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: plan an opening; organise three points; use a clear voice; close the talk.

Prerequisite knowledge. Participating in discussions.

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). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

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

Key questions. What is the key idea? Can I give my own example?

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 the sentence frames and work with a partner. Extension. Create a harder example of your own.

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

Misconceptions. Rushing without checking. Slow down and check your work.

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

Use the quiz, the 12-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. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. 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 3 » 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.3.4 and SL.3.6; Cambridge Primary English Stage 3 (speaking). These sources informed the lesson.

Keep learning

Same topic in other grades

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