You will learn
- Plan a presentation.
- Use visual aids.
- 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 an opening, body and closing.
- Use a poster or pictures.
- Speak clearly and look at the audience.
- Invite questions.
Words to know
a talk that shares information
a picture, poster or object that helps explain
how fast you speak
looking at your audience
1. Discover: Zainab presents
Zainab stands beside her poster. Good morning. Today I will tell you about sea turtles. She points to the picture. This shows how baby turtles reach the sea. She speaks slowly, looks at her classmates and ends with, Thank you. Does anyone have a question?
Think: What does she do well?
2. Understand: Sharing your research
Idea 1: Plan
A presentation has an opening (greeting and topic), a body (facts) and a closing (thanks and questions).
Idea 2: Visual aids
A visual aid, such as a poster, helps the audience understand. Point to it as you speak.
Idea 3: Speak well
Use a steady pace, a clear voice and eye contact. Practise first. Answer questions kindly.
3. Worked examples
Example 1 (I show you): Opening
How did Zainab open?
- Greeting.
Answer: Good morning. Today I will tell you about sea turtles.
Example 2 (We do it together): Visual aid
What was her visual aid?
- Poster.
Answer: her poster
Example 3 (You try): Closing
How did she close?
Show the steps and answer
- Thanks.
Answer: Thank you. Does anyone have a question?
Did you know?
Practising a presentation aloud three times makes most speakers much calmer.
Why this matters
Presenting helps you share what you have learned and grow in confidence.
4. Explore: Present it
Give a presentation.
- Plan your talk.
- Prepare a visual aid.
- Practise aloud.
- Present and invite questions.
Think about it: what did you notice?
You can present research.
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 ___.
- This picture shows ___.
- In conclusion, ___.
- Thank you. Are there any questions?
Guided practice
Question 1. A talk that shares information is a ___.
presentation
Question 2. A poster or picture that helps explain is a ___ aid.
visual
Question 3. How fast you speak is your ___.
pace
Independent practice
Level 1: Start
- A talk that shares information is a ___.
- A poster or picture that helps explain is a ___ aid.
- How fast you speak is your ___.
- Looking at your audience is ___ contact.
- Zainab talks about sea ___.
Level 2: Grow
- What does she point to?
- How does she speak?
- What does she ask at the end?
Level 3: Stretch
- Should you practise?
- Should you look at the audience?
- Should you invite questions?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Give a two-minute presentation to your family using a visual aid.
Show a sample answer
a presentation
Another one. Present your research to your family using a poster.
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 use visual aids.
- 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 an opening, body and closing.
- Use a poster or pictures.
- Speak clearly and look at the audience.
- Invite questions.
11. Next lesson
Next lesson: Collaborative projects. 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 presentation. [3 marks]
- What is a visual aid? Give one. [2 marks]
- Give two tips for speaking well. [2 marks]
- Explain how to prepare a presentation. [3 marks]
Total: 11 marks.
Marking guide and model answers
- a talk that shares information [1]
- opening [1]; body [1]; closing [1]
- something that helps explain [1]; poster/picture [1]
- steady pace/clear voice [1]; eye contact [1]
- plan opening, body, closing [1]; make a visual aid [1]; practise aloud [1]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- A talk that shares information is a ___.
- A poster or picture that helps explain is a ___ aid.
- How fast you speak is your ___.
- Looking at your audience is ___ contact.
- Zainab talks about sea ___.
- What does she point to?
- How does she speak?
- What does she ask at the end?
- Should you practise?
- Should you look at the audience?
Homework
Present your research to your family using a poster.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A talk that shares information is a ___. | presentation | 1 |
| 2. A poster or picture that helps explain is a ___ aid. | visual | 1 |
| 3. How fast you speak is your ___. | pace | 1 |
| 4. Looking at your audience is ___ contact. | eye | 1 |
| 5. Zainab talks about sea ___. | turtles | 1 |
| 6. What does she point to? | her picture | 1 |
| 7. How does she speak? | slowly | 1 |
| 8. What does she ask at the end? | Does anyone have a question? | 1 |
| 9. Should you practise? | yes | 1 |
| 10. Should you look at the audience? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 presentation; 2 visual; 3 pace; 4 eye; 5 turtles. Level 2: 1 her picture; 2 slowly; 3 Does anyone have a question?. 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 Use visual aids | 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; use visual aids; speak clearly; answer questions.
Prerequisite knowledge. Informational posters.
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 11-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 » Writing; Grade 3 » Reading: Informational Text; 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.3.5; Cambridge Primary English Stage 3 (speaking and presenting). These sources informed the lesson.