You will learn
- Choose and plan a topic.
- Organise a start, middle and end.
- Speak clearly with eye contact.
- Answer questions after.
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
- Choose a topic you know.
- Plan start, middle and end.
- Speak clearly and look at the audience.
- Answer questions.
Words to know
a short talk to an audience
the start that tells the topic
the end that sums up
looking at your audience
1. Discover: All about my pet
Ayo gives a presentation. “Today I will tell you about my pet cat, Mimi.” In the middle he says, “Mimi is grey. She likes to sleep in the sun. She drinks milk.” At the end he says, “That is why Mimi is my favourite pet. Thank you. Are there any questions?”
Think: What are the three parts?
2. Understand: Planning a presentation
Idea 1: Introduction
Start with an introduction that says your topic. “Today I will tell you about …”.
Idea 2: Middle
Give three or four facts or ideas in order. You can use a picture or object to help.
Idea 3: Conclusion
End with a conclusion that sums up. Say thank you and ask for questions. Keep eye contact with the audience.
3. Worked examples
Example 1 (I show you): Introduction
Start a talk about dogs.
- Say the topic.
Answer: Today I will tell you about dogs.
Example 2 (We do it together): Middle
Give two facts about dogs.
- Short and clear.
Answer: Dogs bark. Dogs wag their tails.
Example 3 (You try): Conclusion
End the talk.
Show the steps and answer
- Sum up and thank.
Answer: That is why dogs are great. Thank you.
Did you know?
Many adults feel nervous speaking to groups. Practice helps a lot.
Why this matters
Presentations help you share what you know and grow your confidence.
4. Explore: Mini presentation
Give a short talk.
- Choose a topic.
- Plan three parts.
- Practise aloud.
- Present and answer questions.
Think about it: what did you notice?
You gave 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 tell you about ___.
- First, ___.
- Also, ___.
- Thank you for ___.
Guided practice
Question 1. Which part says the topic?
introduction
Question 2. Which part sums up?
conclusion
Question 3. What should you do with your eyes?
look at the audience
Independent practice
Level 1: Start
- A short talk to an audience is a ___.
- The start of a talk is the ___.
- The end is the ___.
- Looking at the audience is ___ contact.
- We speak ___.
Level 2: Grow
- Write an introduction about cats.
- Write a conclusion.
- Give a fact about your pet.
Level 3: Stretch
- Why plan before speaking?
- Why practise?
- What if you forget?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Give a one-minute talk to your family about a favourite thing.
Show a sample answer
Today I will tell you about my football.
Another one. Plan a talk with start, middle and end about your day.
Show a sample answer
Introduction, three facts, conclusion.
7. Common mistakes
Fix: Say the topic first.
Fix: Speak clearly.
8. Lesson summary and revision card
- I can plan a presentation.
- I can give a start, middle and end.
- I can speak clearly with eye contact.
- 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 introduction, middle, conclusion.
- Speak clearly.
- Look at the audience.
- Answer questions.
11. Next lesson
Next lesson: Reviewing consonant blends. 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.
- What is a presentation? [1 mark]
- Name the three parts of a talk. [3 marks]
- Write an introduction about birds. [1 mark]
- Why make eye contact? [1 mark]
- Explain how to prepare a presentation. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a short talk to an audience [1]
- introduction [1]; middle [1]; conclusion [1]
- a valid introduction [1]
- to connect with the audience [1]
- choose a topic [1]; plan three parts [1]; practise aloud [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 short talk is a ___.
- The start is the ___.
- The end is the ___.
- Looking at the audience is ___ contact.
- We speak ___.
- True or false: we mumble.
- True or false: we plan first.
- Write an introduction.
- Write a conclusion.
- Give a short talk.
Homework
Give a one-minute talk to your family.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A short talk is a ___. | presentation | 1 |
| 2. The start is the ___. | introduction | 1 |
| 3. The end is the ___. | conclusion | 1 |
| 4. Looking at the audience is ___ contact. | eye | 1 |
| 5. We speak ___. | clearly | 1 |
| 6. True or false: we mumble. | false | 1 |
| 7. True or false: we plan first. | true | 1 |
| 8. Write an introduction. | Today I will tell you about… | 1 |
| 9. Write a conclusion. | Thank you for listening. | 1 |
| 10. Give a short talk. | a short talk | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 presentation; 2 introduction; 3 conclusion; 4 eye; 5 clearly. Level 2: 1 Today I will tell you about cats.; 2 Thank you for listening.; 3 My pet is brown.. Level 3: 1 so the talk is organised; 2 to feel confident; 3 look at your notes and breathe.
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 Choose and plan a topic | 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 a start, middle and end | 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 with eye contact | 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 after | 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: Forgetting the introduction. Say the topic first.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use cue cards and a partner.
- 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 plans and gives a short presentation. 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: choose and plan a topic; organise a start, middle and end; speak clearly with eye contact; answer questions after.
Prerequisite knowledge. Retelling information orally.
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 presentation.
Explanation (10 min). Teach introduction, middle, conclusion.
Guided activity (10 min). Practise in pairs.
Independent activity (10 min). Learners present.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Do I have a start, middle and end? Am I clear?
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. Use a visual aid.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Forgetting the introduction. Say the topic first.
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. Use cue cards and a partner. Enrichment. Give a two-minute talk with a visual. 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 2 » 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.2.4, SL.2.5 and SL.2.6; Cambridge Primary English Stage 2 (speaking and listening). These sources informed the lesson.