Lesson video

Hi everybody, it's Ms. Gardner.

Welcome to your final lesson from a non-chronological report unit on King Tut.

I've so enjoyed teaching you all this unit.

You've all done absolutely brilliantly and I hope you've enjoyed it as much as I have.

So let's get started with our final lesson.

In today's lesson from our non-chronological report unit on King Tut, we are presenting our non-chronological reports.

So your learning outcome is I can present a non chronological report about King Tut.

Let's start by looking at the keywords.

We'll do my turn, your turn.

Presenting.

Rehearsing.

Diction.

Eye contact.

Body language.

Let's have a look at what these mean.

Presenting involves speaking in front of others and listening to others.

Rehearsing is practising something before it is performed in order to get better at it.

Diction involves pronouncing words clearly.

Eye contact involves looking into the eyes of the people in our audience.

And body language refers to how we use our posture and gestures to communicate meanings and feelings.

Body language refers to how we use our posture and gestures to communicate meaning and feelings.

So there are two sections in our lesson today.

In the first, we're going to be preparing to present and in the second we'll be presenting the non-chronological report.

So let's start with preparing to present.

Presenting can be a really important final stage of the writing process.

Presenting can be a way of sharing information or showing something you have written that you're really proud of to other people.

Presenting involves speaking in front of others and also listening to others.

When presenting, we need to think about all of these.

And let's do my turn, your turn because these are really important keywords.

Volume.

Diction.

Eye contact.

Body language.

And pace.

Let's have a look at these in a lot more detail.

We'll start with volume.

It is important that when we present, we speak at an appropriate volume.

We must speak loudly enough so that listeners can hear.

But we must not try to shout or to speak when others are speaking because that's not very pleasant for the listener and it can create quite a lot a chaotic atmosphere.

If you whisper or mumble, or mutter your words, your listeners will not be able to hear your presentation.

So you want to think about appropriate volume, not too loud, but not too quiet so that no one can hear you.

So let's check in for understanding.

True or false? We should mutter when we are presenting to others.

Pause the video now.

That is false.

Can you use A or B to justify your answer? A, muttering under your breath will ensure the audience can hear you.

Or B, talking in a loud clear voice is important so the audience can hear you.

Pause the video now.

That is B, well done.

When presenting.

, we also need to think about diction.

Diction involves pronouncing words clearly.

Diction is very important because our audience needs to be able to understand what we are saying.

So when we're speaking with clear diction, we take our time to pronounce our words carefully and correctly.

And this may involve practising some saying some tricky subject-specific vocabulary so that we can pronounce it clearly in our presentation.

And we're going to practise saying these words later on in the lesson so that we are pronouncing them correctly when it comes to presenting.

Checking for understanding.

Speaking with clear diction is important because A, it helps the audience understand the words we are saying.

B, it helps us slow down and pronounce tricky words correctly.

Or C, it makes us speak quickly.

Pause the video now.

That's right, it is A and B.

Well done, everybody.

When presenting, we also need to think about eye contact.

Eye contact involves looking into the eyes of the people in our audience.

Eye contact is very important because it helps us to connect with our audience and for them to feel connected to us.

When the audience feel connected to us, they are going to find out what we have to say.

A lot more interesting.

If you are holding a piece of paper, which is totally fine because we do not expect you to have learn to a non-chronological report off by heart.

But when you are holding the piece of paper, it is important that you are looking up at the audience as you read, not looking down with your eyes fixed on your notes because then your audience can't look at you in the eye and you can't look at your audience in the eye.

So checking for understanding, true or false? Eye contact involves looking down at your notes when presenting.

Pause the video now.

That is false, can you use A or B to justify your answer? A, eye contact involves looking into the eyes of the audience when presenting.

B, eye contact involves focusing on your notes so that you know what to say.

Pause the video now.

That is A, we want to make sure we're looking into the eyes of the audience as much as possible when presenting.

Well done.

When presenting, you also need to be thinking about body language.

Body language refers to how we hold ourselves and parts of our bodies when presenting.

Body language helps others understand how you feel and what you're saying, even if you don't say a word.

For example, if you're jumping up and down, but not saying anything, people might be able to tell that you're really excited.

That's body language showing emotions.

Body language is very important in presenting because it helps us to look confident even if we might not be feeling it.

So strong body language includes standing, so not sitting down, standing with our feet shoulder-width apart.

You don't want your feet spread up too wide, but also not too closely together.

Speaking with our chin up and standing with our shoulders back.

We don't want our shoulders to be hunched like that 'cause that can make you seem to the audience quite nervous or uncomfortable.

So checking for understanding.

When presenting, confident body language includes: A, speaking with our chin up.

B, standing with our shoulders back.

C, hunching our shoulders or D, standing with our feet shoulder-width apart.

Pause the video now.

So confident body language includes A, B and D.

Not C because hunching your shoulders looks like this and that can make you look a little bit more nervous or uncomfortable.

Well done.

When presenting, we also need to think about pace.

So pace refers to the speed at which we speak.

If we speak too quickly, our audience may not be able to clearly hear what we're saying.

For example, if we speak too quickly, our audience might not be able to clearly hear what we are saying.

That was really quickly spoken and I think that was probably a bit harder for you to understand what I was saying.

But also, if we speak too slowly, our audience may lose interest in what we're saying.

For example, if we speak too slowly, our audience may lose interest in what we are saying.

You can see, that speaking really slowly doesn't help to engage the listener.

So speaking at the correct pace will give us more time to use an appropriate volume, speak with clear diction and make eye contact.

So it is time for task A.

You need to match the key aspects of successful presenting to their definitions.

So your options are volume, diction, eye contact, body language and pace.

And the options of definitions are: The speed at which we speak.

Our posture, stance and gestures which help convey meaning and emotions.

How quiet or loud a sound is.

Pronouncing all our words clearly and looking audience members in the eye.

So draw lines from the terms to their definitions.

Pause video now and off you go.

Okay, welcome back everybody, well done.

Let's go through these.

Volume is how quiet your loud a sound is.

Diction is pronouncing all our words clearly.

Eye contact, looking audience members in the eye.

Body language, our posture, stance and gestures which help convey meaning and emotions.

And pace, the speed at which we speak.

Really, well done everybody, great job.

Okay, it is time for the second section of our learning where we are presenting a non-chronological report.

So we are now familiar with the aspects of effective presenting, volume, diction, eye contact, body language and pace.

But let's focus now in particular on diction.

Diction involves pronouncing words clearly and correctly.

So this may involve practising saying some tricky subject-specific vocabulary so that we can pronounce it clearly and correctly in our presentation.

Some subject-specific vocabulary might be tricky to say.

That might be because these words might be polysyllabic, which means they have several syllables so are really quite long.

Or they might be words we just don't use very often.

They might not be decodable using our phonic knowledge.

So it is important to practise saying these tricky words before presenting them to other people.

So let's have a go now at practising some tricky subject-specific words.

I've chosen some of the words I thought I would need to practise before I present them.

The first one was Tutankhamun.

Let's do my turn, your turn.

Tutankhamun.

Firstly it's polysyllabic, it's really long, but it's also a really important word in this non-chronological report.

So I wanted to make sure I was saying it correctly.

The next one was notable.

Notable.

I wanted to practise that because I could have pronounced it as notable, which would've been wrong.

And finally, from my introduction, legacy.

Legacy.

That is a word that I don't use very often.

So I wanted to practise that.

In the first-themed section, what was King Tut's life like? The words I wanted to practise were, decisions.

That was because I thought maybe it might be confusing using phonic knowledge here because of the C in decisions, it's not -cah.

Polytheism.

Another really long polysyllabic word and one that I do not use very often.

So I wanted to practise that.

Tutankhaten.

And Akhenaten.

Both of these are really important names that we need to make sure we are getting right so that we are being accurate in our presentation.

So let's just check for understanding here.

I want you to say these tricky words to your partner or to the screen.

I'm going to show you the words, you'll say it to your partner or to the screen and then we'll go back through it and do my turn, your turn and you'll be able to check and hear if you pronounce them correctly.

So first I'm just going to show you the word and then you can say it and then we'll do my turn, your turn.

So your first word, can you say that? My turn, your turn.

Tutankhamun.

Next word.

My turn, your turn.

Notable.

Next word.

Legacy.

Next word.

Decisions.

The next one, my turn, your turn.

Polytheism.

Next word, have a go at saying it, my turn, your turn.

Tutankhaten.

And finally, have a go and then, Akhenaten.

Okay, if you need to pause the video and have another go at saying these words out loud, you can.

Otherwise, let's move on to the next sections.

So let's look at the words that could be tricky to say from the themed section all about King Tut's death and the discovery of his tomb.

The first word I chose that I thought I should practise was, preserved.

I thought that was really close to looking like saying persevered.

So I want to make sure I'm practising that to check I'm saying it correctly.

The next one was, treasures.

There's some phonics in there that could be a little confusing, for example, the E-A digraph has loads of different sounds, so I wanted to make sure we're practising saying it as -easure, treasures.

And then finally, jewellery.

If you were to break up jewellery, it would almost be like you say it like ju-elery, but it's pronounced jewellery.

So that's a word I think you should practise saying before you present it.

And then from the conclusion, significant.

That's another long polysyllabic word.

Remarkable.

That's a word I don't use very often.

And influential.

Again, that's quite tricky where we can't use our phonic knowledge to help us pronounce it correctly.

Okay, time for checking your understanding.

Again, you need to say the word first and then we'll do my turn, your turn to check you're pronouncing it correctly.

So I'll show you the word and then you have a go at saying it first.

This is your first word.

My turn, your turn.

Preserved.

Next word, you have a go at saying it first and then my turn, your turn.

Treasures.

Next word, have a go.

Jewellery.

Have a go the next word.

Significant.

The next word, my turn, your turn.

Remarkable.

And then finally, influential.

Okay, well done.

If you need to pause the video and have another go at pronouncing any of these words again, you can, otherwise.

So rehearsing is when you practise something before you perform in order to get better at it.

So some of you might have been in rehearsals for a school play or assembly, or concert and they helped you to feel more confident before you performed it in the real thing.

If you make a mistake when you are rehearsing, you can learn from this to make a performance even better.

It's not a bad thing if you make a mistake in your rehearsal at all.

When you rehearse, do try to think about these things just like you would when performing in front of an audience.

So thinking about volume, diction, eye contact, body language, and pace.

So I'm going to practise presenting my introduction and you're going to help me ensure that I'm using the checklist below and I'm thinking about all of those points.

So introduction.

I need to make sure that my body language is right.

So I want to make sure I'm standing with my shoulders back and my feet shoulder-width apart.

I want to make sure my chin is up and that I'm making eye contact.

So I need to make sure I'm looking in the camera because I'm saying this to a screen so I need to make sure my eye contact as much as possible, I'm looking into the camera.

Okay, introduction.

Famous Egyptian Pharaoh.

I think that's probably too quiet and I think probably you couldn't hear me so I need to make sure my volume is appropriate.

I'm gonna speak a little bit louder.

The famous Egyptian Pharaoh, King Tut ruled Ancient Egypt over 3000 years ago.

He was also known as Tutankhamun and he was a notable and significant figure in the world's history.

I think I said that sentence a bit too quickly.

I'm going to practise saying this again because I need to make sure my pace is right.

I don't wanna speak too quickly or too slowly.

He was also known as Tutankhamun and he was a notable and significant figure in the world's history.

In this text, you will be educated about the short life of King Tut and his impact and legacy on the Egyptian culture.

Legacy, I remember from practising earlier that it's not pronounced legacy, it's legacy.

So I'm glad I practised that.

As well as this, the report will tell you about his death and the incredible discovery of his tomb.

Continue reading to learn more about this vital historical figure.

I think my final sentence, I said it way too loudly we know we need to be speaking at an appropriate volume.

So when I come to presenting that in the real thing, I'll make sure I'm saying it a little bit more quietly and in an appropriate volume.

Okay, thank you for helping me check that I was thinking about all of those points.

It's now your turn.

It's time for task B.

You need to present the introduction and the first-themed section.

So the section about King Tut's life of your non-chronological report.

Speak at a volume that ensures all members of the audience can hear you.

Speak with clear diction so your audience members can understand every word you say.

Make eye contact with audience members in order to form connections with them as you speak.

Use strong body language to convey the information confidently and speak at a slow and clear pace.

So think about all of these things when you're presenting.

Pause the video now and off you go.

Welcome back everybody, I hope you enjoyed that.

Did you remember to do all of these things? Did you speak at a volume that ensured everyone could hear you? Did you speak with clear diction so the audience could understand every word? Did you make eye contact with everyone so they could engage with the report? Did you use strong body language so you looked really confidently confident? And did you speak at a slow and clear pace? I'm sure you all work really hard on that, well done.

Now I'm going to practise presenting my second section 'cause we know we want to practise before we present for the real thing.

You will help me ensure that I'm using the checklist below.

So I'm thinking about my volume, diction, eye contact, body language, and pace.

So again, body language, I want to make sure my shoulders are back, not hunched, my chin is up and I'm looking directly in the camera to try and maintain eye contact with the audience.

What happened to King Tut when he died? Sadly, King Tut died at the age of 19.

When he passed away, his body was mummified and it was preserved very well for 3000 years.

You might have heard I mispronounce the word mummified.

That's okay, because that's what rehearsals are for.

I can make mistakes and I'm gonna think about that mistake when I present for the real thing to make sure I don't do it again.

Howard Carter discovered King Tut's tomb in 1922 and he found Tutankhamun buried with 5000 treasures including a throne, crown and jewellery.

Okay, I was looking actually at some notes on my desk just then, which meant I wasn't able to maintain eye contact with the camera.

I wonder if he spotted that too.

So that's something I need to be thinking about in the real thing, trying to keep my eyes on the audience as much as possible.

In addition, they discovered his two unborn mummified children in the tomb.

As a result, King Tut was not able to pass the throne to his family.

So hopefully, that was some successful presenting.

But I'm sure you heard the mistakes that I made and that's okay, that's something I need to be thinking about when I presented for the real thing and try not to make the same mistakes again.

Okay, it's now part two of task B.

You need to present your second section and the conclusion of your non-chronological report.

So when presenting, you need to speak at a volume, that ensure everyone can hear you.

Speak with clear diction so the audience can understand everything you're saying.

Make eye contact with the audience so they engage with your report.

Use strong body language so you look confident and speak at a slow and clear pace.

So pause the video now and off you go, saying the second theme section and the conclusion of your non-chronological report.

Well done everybody, welcome back.

Did you remember to do all of these things? Did you speak at a volume so everyone could hear you? Did you pronounce every word correctly and use clear diction? Did you maintain eye contact with everybody in the audience? Did you use strong body language so you looked confident even if you weren't feeling it? And did you speak at a slow, clear pace? If you want to have another go at presenting your report, you can pause the video now and do that.

Otherwise, really well done.

Here is a summary of everything we've learned today.

Presenting involves speaking in front of others and listening to others.

Effective presenting involves using appropriate volume, speaking with clear diction, and making eye contact with the audience, and using strong body language when speaking.

Speaking at a calm, slow pace helps the audience track what we are saying.

Some words are tricky to say.

By identifying these words and rehearsing saying them, we make it easier to pronounce them with clear diction when it comes to presenting.

Well done today, and across this whole unit.

You've worked so hard and done brilliantly.

Great job.