You will learn
- Plan a presentation.
- Design visuals.
- Speak clearly.
- Answer questions.
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
- Plan the structure.
- Make visuals.
- Practise.
- Present and answer questions.
Words to know
a talk sharing findings with an audience
a chart, picture or slide supporting a talk
looking at the audience
taking questions after a talk
1. Discover: Sharing the garden report
Kunle plans a five-minute presentation: introduction, three findings, conclusion. He makes a chart as a visual showing the 80% result, with few words. He practises, speaks slowly, keeps eye contact and ends with Q and A. When asked “Who paid for the garden?” he honestly says, “I do not know yet; I will find out.”
Think: What makes a presentation clear?
2. Understand: Telling your findings aloud
Idea 1: Plan
Plan a clear presentation: introduction, key findings, conclusion.
Idea 2: Visuals
Use simple visuals with few words.
Idea 3: Delivery
Speak clearly, keep eye contact and be honest in Q and A.
3. Worked examples
Example 1 (I show you): Visual
What visual did Kunle use?
- Chart.
Answer: a chart showing the 80% result
Example 2 (We do it together): Delivery
Name a delivery skill.
- Eye contact.
Answer: eye contact or slow clear speech
Example 3 (You try): Honest
How did he answer?
Show the steps and answer
- Honestly.
Answer: he said he did not know yet and would find out
Did you know?
Practising aloud several times makes presentations smoother.
Why this matters
Presenting builds confidence and shares knowledge.
4. Explore: Present it
Give a presentation.
- Plan the talk.
- Make a visual.
- Practise aloud.
- Present and answer questions.
Think about it: what did you notice?
You can present findings.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My research question was ___.
- The key finding is ___.
- This chart shows ___.
- Thank you; are there questions?
Guided practice
Question 1. A talk sharing findings is a ___.
presentation
Question 2. A chart or slide supporting a talk is a ___.
visual
Question 3. Looking at the audience is ___ contact.
eye
Independent practice
Level 1: Start
- A talk sharing findings is a ___.
- A chart or slide supporting a talk is a ___.
- Looking at the audience is ___ contact.
- Taking questions after a talk is Q and ___.
- Kunle planned a five-___ talk.
Level 2: Grow
- What did the chart show?
- What did he do when he did not know?
- How many findings did he present?
Level 3: Stretch
- Should visuals have few words?
- Should you practise?
- Should answers be honest?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Plan and give a three-minute presentation of your findings.
Show a sample answer
a presentation
Another one. Present your findings to a family member and invite one question.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can plan a presentation.
- I can design visuals.
- I can speak clearly.
- I can answer questions.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Plan the structure.
- Make visuals.
- Practise.
- Present and answer questions.
11. Next lesson
Next lesson: Media messages. 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.
- Define presentation and visual. [2 marks]
- Give two delivery skills. [2 marks]
- How should you answer a question you cannot answer? [1 mark]
- Why keep visuals simple? [1 mark]
- Explain how to present findings. [3 marks]
Total: 9 marks.
Marking guide and model answers
- presentation is a talk sharing findings [1]; visual is a chart or slide supporting a talk [1]
- eye contact [1]; slow clear speech [1]
- honestly say you do not know and will find out [1]
- so the audience can read them quickly [1]
- plan the structure [1]; make a simple visual and practise [1]; present clearly and answer questions honestly [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A talk sharing findings is a ___.
- A chart or slide supporting a talk is a ___.
- Looking at the audience is ___ contact.
- Taking questions after a talk is Q and ___.
- Kunle planned a five-___ talk.
- What did the chart show?
- What did he do when he did not know?
- How many findings did he present?
- Should visuals have few words?
- Should you practise?
Homework
Present your findings to a family member and invite one question.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A talk sharing findings is a ___. | presentation | 1 |
| 2. A chart or slide supporting a talk is a ___. | visual | 1 |
| 3. Looking at the audience is ___ contact. | eye | 1 |
| 4. Taking questions after a talk is Q and ___. | A | 1 |
| 5. Kunle planned a five-___ talk. | minute | 1 |
| 6. What did the chart show? | 80% | 1 |
| 7. What did he do when he did not know? | said he would find out | 1 |
| 8. How many findings did he present? | three | 1 |
| 9. Should visuals have few words? | yes | 1 |
| 10. Should you practise? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 presentation; 2 visual; 3 eye; 4 A; 5 minute. Level 2: 1 80%; 2 said he would find out; 3 three. 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 a presentation | 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 Design visuals | 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 Speak clearly | 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 questions | 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
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- 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 a presentation; design visuals; speak clearly; answer questions.
Prerequisite knowledge. Research report writing.
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 9-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 6 » Writing; Grade 6 » Reading: Informational Text; Grade 6 » 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.6.4 and SL.6.5 (present claims and findings; include multimedia components); Cambridge Primary English Stage 6 (presenting information). These sources informed the lesson.