You will learn
- Organise the talk.
- Use visuals.
- Speak clearly with eye contact.
- 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
- Open with the question.
- Present findings with evidence.
- Use visuals.
- Take questions.
Words to know
what your research found out
looking at the audience while speaking
the people who listen
a time for questions and answers
1. Discover: The research fair
Zainab stands in front of the class. She opens with her question, How can solar energy help rural communities? She explains three findings with facts from her sources, points to her diagram, keeps eye contact with the audience, speaks clearly and ends with a summary. In the Q and A, Kofi asks, “What happens at night?” She answers, “Batteries store energy.”
Think: What made her presentation strong?
2. Understand: Sharing what you found
Idea 1: Structure
Open with your question, present findings with evidence and end with a summary.
Idea 2: Delivery
Speak clearly, keep eye contact with the audience, and point to visuals.
Idea 3: Questions
Welcome the Q and A. Listen, think and answer honestly. It is fine to say, I will find out.
3. Worked examples
Example 1 (I show you): Open
How did she open?
- Question.
Answer: with her research question
Example 2 (We do it together): Delivery
What delivery skills did she use?
- Eye contact.
Answer: eye contact, clear speech and pointing to the diagram
Example 3 (You try): Q and A
How did she answer Kofi?
Show the steps and answer
- Batteries.
Answer: batteries store energy for the night
Did you know?
Rehearsing a talk aloud three times usually makes it much smoother.
Why this matters
Presenting turns research into shared knowledge.
4. Explore: Present it
Give a presentation.
- Write a short script.
- Practise aloud.
- Present with a visual.
- Answer a question.
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 ___.
- I found that ___.
- The evidence is ___.
- Thank you. Are there any questions?
Guided practice
Question 1. What your research found out are your ___.
findings
Question 2. Looking at the audience is ___ contact.
eye
Question 3. The people who listen are the ___.
audience
Independent practice
Level 1: Start
- What your research found out are your ___.
- Looking at the audience is ___ contact.
- The people who listen are the ___.
- A time for questions is a Q and ___.
- Batteries store ___.
Level 2: Grow
- Who asked about night?
- What did she point to?
- How did she end?
Level 3: Stretch
- Should you keep eye contact?
- Should you welcome questions?
- Is it okay to say I will find out?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Present your findings on a topic for two minutes and answer one question.
Show a sample answer
a presentation
Another one. Give a one-minute talk on something you researched and take a 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 organise the talk.
- I can use visuals.
- 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
- Open with the question.
- Present findings with evidence.
- Use visuals.
- Take questions.
11. Next lesson
You have finished Grade 5 English & Language Arts. Well done!
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 are findings? [1 mark]
- Name three presentation skills. [3 marks]
- How should you answer a question you cannot answer? [1 mark]
- How did Zainab structure her talk? [1 mark]
- Explain how to present research. [3 marks]
Total: 9 marks.
Marking guide and model answers
- what your research found out [1]
- clear speech [1]; eye contact [1]; using visuals [1]
- say you will find out [1]
- question, findings with evidence, summary [1]
- open with the question and present findings with evidence [1]; use visuals and good delivery [1]; take questions and summarise [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
- What your research found out are your ___.
- Looking at the audience is ___ contact.
- The people who listen are the ___.
- A time for questions is a Q and ___.
- Batteries store ___.
- Who asked about night?
- What did she point to?
- How did she end?
- Should you keep eye contact?
- Should you welcome questions?
Homework
Give a one-minute talk on something you researched and take a question.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What your research found out are your ___. | findings | 1 |
| 2. Looking at the audience is ___ contact. | eye | 1 |
| 3. The people who listen are the ___. | audience | 1 |
| 4. A time for questions is a Q and ___. | A | 1 |
| 5. Batteries store ___. | energy | 1 |
| 6. Who asked about night? | Kofi | 1 |
| 7. What did she point to? | her diagram | 1 |
| 8. How did she end? | with a summary | 1 |
| 9. Should you keep eye contact? | yes | 1 |
| 10. Should you welcome questions? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 findings; 2 eye; 3 audience; 4 A; 5 energy. Level 2: 1 Kofi; 2 her diagram; 3 with a summary. 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 Organise 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 |
| O2 Use 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 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 | 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: organise the talk; use visuals; speak clearly with eye contact; answer questions.
Prerequisite knowledge. Multimedia presentations.
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 5 » Writing; Grade 5 » Reading: Informational Text; 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 and SL.5.5 (report on a topic or text; present knowledge and ideas); Cambridge Primary English Stage 5 (presenting research). These sources informed the lesson.