Courseversity

Lesson

Organising presentations

Primary EducationGrade 5English & Language ArtsCV-PRI-G05-ELA-U01-L0545–60 min

You will learn

  • Plan an opening.
  • Order main points.
  • Add supporting details.
  • Finish with a closing.

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. Hook the audience.
  2. State and order main points.
  3. Add details and visuals.
  4. Close with a summary.

Words to know

introduction
the opening that tells the audience the topic
sequence
the order in which points come
visual aid
a picture, chart or object that supports a talk
conclusion
the closing that sums up the talk

1. Discover: Talk about the village well

Ngozi presents on How our village well works. She opens: “Have you ever wondered where your water comes from?” She then gives three points in order: the pump, the filter, the storage tank. She holds up a labelled diagram. She closes: “To sum up, water is pumped, filtered and stored before we use it.”

Think: What made her talk easy to follow?

2. Understand: A talk with a shape

Idea 1: Introduction

The introduction grabs attention and states the topic, for example with a question.

Idea 2: Sequence and detail

Put main points in a clear sequence and add facts. A visual aid such as a diagram helps.

Idea 3: Conclusion

The conclusion sums up the main points and leaves the audience with a clear message.

Remember: A well-organised presentation has an introduction, ordered main points with details and a conclusion.

3. Worked examples

Example 1 (I show you): Opening

How did Ngozi open?

  1. A question.

Answer: with a question about where water comes from

Example 2 (We do it together): Points

What were her three points?

  1. In order.

Answer: the pump, the filter and the storage tank

Example 3 (You try): Closing

How did she close?

Show the steps and answer
  1. Summary.

Answer: by summing up that water is pumped, filtered and stored

Did you know?

Many good speakers practise a talk aloud at least three times before presenting.

Why this matters

Organising a talk helps listeners follow and remember your message.

4. Explore: Plan a talk

Plan a two-minute presentation.

  1. Choose a topic.
  2. Write an opening question.
  3. List three points in order.
  4. Write a closing sentence.
Think about it: what did you notice?

You can organise a presentation.

5. Practise

Say it in a sentence

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

  • Today I will talk about ___.
  • My first point is ___.
  • Next, ___.
  • To sum up, ___.

Guided practice

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

introduction

Question 2. The order of points is the ___.

sequence

Question 3. A picture or chart that supports a talk is a ___ aid.

visual

Independent practice

Level 1: Start

  1. The opening of a talk is the ___.
  2. The order of points is the ___.
  3. A picture or chart that supports a talk is a ___ aid.
  4. The closing of a talk is the ___.
  5. Ngozi talked about the village ___.

Level 2: Grow

  1. What did Ngozi hold up?
  2. How many main points did she give?
  3. What was her first point?

Level 3: Stretch

  1. Should a talk have an opening?
  2. Should points be in a clear order?
  3. Should a talk end with a summary?

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

6. Apply: English in everyday life

Plan a two-minute talk with an opening, three points and a closing.

Show a sample answer

a talk plan

Another one. Plan a one-minute talk and practise it aloud for a family member.

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 order main points.
  • I can add supporting details.
  • I can finish with a closing.

9. Check and master

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

1. An introduction is the ___ of a talk.

2. A sequence is the ___ of points.

3. A visual aid is a picture, chart or ___.

4. A conclusion ___ a talk.

5. How did Ngozi open?

6. What was her second point?

7. What did she hold up?

8. What did she say to close?

9. Which phrase shows sequence?

10. Why order points?

11. Why use a visual aid?

12. Which is the best opening?

Challenge 1. Which is a good closing?

Challenge 2. Which fits the sequence?

Your result appears here after you answer every question.

10. Key takeaways

  • Hook the audience.
  • State and order main points.
  • Add details and visuals.
  • Close with a summary.

11. Next lesson

Next lesson: Supporting opinions with evidence. 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 introduction? [1 mark]
  2. What is a visual aid? Give an example. [2 marks]
  3. Name the three parts of a presentation. [3 marks]
  4. Why order main points? [1 mark]
  5. Explain how to organise a presentation. [3 marks]

Total: 10 marks.

Marking guide and model answers
  1. the opening that tells the topic [1]
  2. a picture, chart or object that supports a talk [1]; a suitable example [1]
  3. introduction [1]; main points [1]; conclusion [1]
  4. so listeners can follow [1]
  5. open with an introduction [1]; present points in order with details [1]; close by summing up [1]

Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. The opening of a talk is the ___.
  2. The order of points is the ___.
  3. A picture or chart that supports a talk is a ___ aid.
  4. The closing of a talk is the ___.
  5. Ngozi talked about the village ___.
  6. What did Ngozi hold up?
  7. How many main points did she give?
  8. What was her first point?
  9. Should a talk have an opening?
  10. Should points be in a clear order?

Homework

Plan a one-minute talk and practise it aloud for a family member.

Answer key and marking scheme

Question Expected response Marks
1. The opening of a talk is the ___. introduction 1
2. The order of points is the ___. sequence 1
3. A picture or chart that supports a talk is a ___ aid. visual 1
4. The closing of a talk is the ___. conclusion 1
5. Ngozi talked about the village ___. well 1
6. What did Ngozi hold up? a labelled diagram 1
7. How many main points did she give? three 1
8. What was her first point? the pump 1
9. Should a talk have an opening? yes 1
10. Should points be in a clear order? yes 1
Total 10

Independent practice answers. Level 1: 1 introduction; 2 sequence; 3 visual; 4 conclusion; 5 well. Level 2: 1 a labelled diagram; 2 three; 3 the pump. 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 Order main 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 Add supporting details 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 Finish with a closing 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; order main points; add supporting details; finish with a closing.

Prerequisite knowledge. Evaluating explanations.

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 10-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 5 » 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.5.4 (report on a topic or text, sequencing ideas logically and using appropriate facts and relevant, descriptive details); Cambridge Primary English Stage 5 (presenting). These sources informed the lesson.

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