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Hello everyone, my name's Mrs. Riley and I'll be teaching you today.
In our lesson today, we are going to be focusing on our presentation skills.
So we'll be thinking about how we can present really effectively.
Let's get started.
The outcome of today's lesson is to organise a presentation and engage with an audience when presenting.
These are our key words.
Let's say them out loud first.
My turn, your turn, you ready? Audience, purpose, presentation skills.
Well done, an audience is a group of people watching and listening to a presentation or performance.
I'm sure you've all been part of an audience many times in your life.
A purpose is the aim, point, or reason behind giving a presentation.
So if you are gonna stand up in front of your class and give a presentation, you have to think carefully about what purpose the presentation has.
What's the aim, what's the point, what's the reason you are giving it? And presentation skills are skills used when talking to an audience, making eye contact, using expression, using gestures, and having confident body language.
In our lesson today, we have two learning cycles.
In the first learning cycle, we're going to think about how we organise a presentation, so more the preparation aspect.
And in the second learning cycle, we'll be thinking about how to engage an audience.
So thinking more about whilst we're actually presenting, what can we do to make that really effective? Okay, so we know already some effective ways to build relationships in social situations.
Could you pause the video and discuss what might you do when you meet a new person in your form at secondary school for the first time? What might you do? Pause the video now.
Okay, let's come back together.
Well done, I heard some really nice discussions then.
Here's what you might have said.
I would introduce myself confidently whilst making good eye contact with them.
I'd listen to their name.
And then, I might try to break the ice, maybe ask them a question about themselves, like "Which primary school did you go to?" I tried to find a connection with them! So that's one suggestion of what you might do when you're trying to build a relationship when you're meeting someone new in secondary school.
Okay, let's check your understanding.
Which should you do in a first conversation with someone new at secondary school? A, You should try to find a common ground by asking some questions.
Common ground is something that is something similar between the two of you.
B, You should immediately tell them what you did every evening last week.
C, You should compliment them on lots of things about them at once.
Or D, You should listen to the answers that they give you.
Pause the video while you choose which one or two or three answers are correct.
Which should you do in a first conversation? Okay, well done.
The correct answers are A and D.
You should try to find common ground by asking some questions and listen to the answers they give you.
It is nice to tell them some things about yourself and also nice to compliment, but we don't want to just do that because then we'll just be doing all the talking.
You will also meet lots of new adults at secondary school.
And good first impressions with them include all of these: We can make good eye contact when we meet new adults for the first time.
We can follow their instructions.
We can show active listening by nodding when they're telling us something.
We can be polite.
And we can try to sound positive and friendly when we talk.
So here's a little activity for you.
What should Jun do after his form tutor, Mr. Douglas, says this? So it's first thing in the morning and the teacher says, "Year 7, I've now finished registration.
You've got history first today.
I'll see you at break." What should Jun do when the teacher is telling him that? Pause the video and discuss this with your partner.
Okay, let's come back together.
This is what Jun could do.
He should, first of all, make sure he's listening while Mr. Douglas is talking.
So he should stop talking with his friends in his form.
He should then make sure he's got his history book, homework, and his stationary ready for his first lesson.
Because in secondary school, you are really grown up and you've got to be in charge of looking after all your own things and making sure you've got the right things that you need.
He should make sure he's got any other materials ready for the lessons after history and he should start walking quickly and calmly to history class.
Now another way of connecting with others is presenting to them and presentations can take many forms. It could be that you are reading aloud a piece of written work you've completed.
It could be you are talking through some artistic or design work you've done.
It could be telling your class the result of a scientific experiment.
It could be using digital slides like I'm using now or tools to illustrate a topic whilst you talk.
It might be demonstrating how something works with props or materials.
Perhaps in DT, you've made a crane and you are demonstrating how it works and talking about how it works.
It might be using sections of a debate to get your points across to the other team.
So all of these can be why you might want to present or why you might need to present when you're in secondary school.
So all these examples share information or ideas to connect with an audience.
What is the best definition of an audience? Is it A, a group of people; B, a group of people watching something; Or C, a group of people watching and actively listening to something? Pause the video while you choose your answer.
Well done, the correct answer is C.
An audience is a group of people watching and actively listening to something.
An audience watches and actively listens to a presentation.
There is always a purpose, there's our keyword, behind a presentation.
So could you discuss what would the purpose of a presentation to students about the school's weekly lunch menu be? So if the teacher said, "In a minute, somebody's going to come in and they're going to talk to you about this week's lunch menu." What do you think the purpose of that presentation would be? Pause the video and tell your partner.
Okay, let's come back together.
So it would be to tell the students who would be the audience.
Lots of information about the school's lunches, like what different foods being served, how many different options there are to choose from, and what time it is served.
Its purpose is like its aim or goal.
It's what the presentation hopes to achieve.
An effective speaker thinks carefully about the purpose of their presentation before they give it.
So we are thinking now about before you present the organisation behind a presentation.
So you need to think first, what is the purpose of my presentation? What am I trying to achieve? Laura says this, "I want to give a presentation about why walking to school every day is much better than driving." The purpose of the presentation will have lots of aims for her audience.
She wants to inform them about the environmental benefits of walking.
She wants to share facts and statistics with them so that they know she's really done her research and that what she's saying is true.
She wants to try to persuade them to favour walking over driving.
And finally, she wants to convey her passion for the subject.
She needs to show this is something she really cares about.
So could you now match the sentences from Laura's presentation with its purpose? So here are the sentences.
"Students who walk are 50% more likely to reach their daily physical activity requirements," as the first one.
The second is "Reducing traffic dramatically improves the safety of our local roads for all users such as those with buggies or physical disabilities." And finally, "Walking to school does not cause any carbon emission, reducing air pollution." And then, the purposes are: It could inform about the environmental benefits of walking over driving.
It could be sharing a fact or statistic, or persuading us to favour walking over driving.
So could you match, you could almost draw imaginary lines in the air, the sentence from her presentation with its purpose? Pause the video now.
Okay, well done.
These are the correct answers.
So students who walk are 50% more likely to reach their physical activity requirements is when she shares a fact or statistic.
She persuades us to favour walking over driving by telling us that reducing traffic improves the safety of our local roads.
And informs us about the environmental benefits by telling us that it reduces air pollution.
An essential part of the presentation happens before it is given.
This is when it is organised.
Organising a presentation means that its purpose is more likely to be met.
So if you are giving a presentation, it's much more likely to be successful if you really take the time to organise it.
Organised presentations are easy to follow.
They're in a logical order.
They cover all the important points that the presenter wants to make because they won't miss anything important out.
And the presenter feels more confident when presenting.
I know if I stood up to present to somebody and I hadn't done any preparation, I probably wouldn't be very confident 'cause I wouldn't, I was kind of making up it up as I went along.
If I felt like I'd really spent time to organise what I was going to say, I would feel confident when I present it.
So ordering what you say is important and that's what we're going to focus on now.
So you might ask yourself these questions when organising a presentation: Is the order logical? Are the important points made at the right time? If I were in the audience, could I follow it? And choosing vocabulary is also vital.
You might ask yourself these questions when choosing vocabulary: Which words will I need to explain to my audience? Are the words I've chosen suitable? For example, if you are going to give a presentation, if you were going to go in and give a presentation to a reception class, you would use different vocabulary to if you were giving a presentation to the parents at your school.
And do these words help me achieve my purpose? So we are thinking about two things here: the order that we put our points in in our presentation and what words are going to be really, what vocabulary is going to be important to include and is it suitable vocabulary? So we're going to think about these two skills in our task now.
You are going to read the points from a section of a presentation and imagine its purpose is to persuade the audience to join karate club.
Let's just think of the scenario.
Perhaps you are in the top year at your secondary school and all the chip pupils in the first year, in Year 7, are finding out about different clubs.
And one pupil is going to present about each club and you are presenting about karate club.
So you want to try and persuade them to join karate club.
Here are all of the facts or here are all the points you are going to make.
The instructor's name is Kyle Abrams. It originated in Japan, meaning the karate originated in Japan.
One study showed a 13% improvement in cardiovascular performance after three months of training.
There's unlimited space in the club.
So any number of people can join.
Karate is a martial art that focuses on self-defence and the club takes place at Linford Hall, which is a central location.
Okay, so they're all the points, but they're all jumbled up.
You need to first order the points in their most logical order.
Now remember when you do this, you want to start off by that by thinking about the most important and more general points, and then go on to the more specific details.
So you're going to put these points in a logical order.
And then, I want you to note down any vocabulary that might need explaining and defining in more detail in the presentation.
So put them in order.
And then, look through and think which words might need explaining and defining in the presentation in order to explain them to your audience.
So good luck with this task.
Pause the video while you complete it now.
Okay, let's come back together.
So here's how you might have ordered the points.
So starting off with the really important information.
So, what is karate? It's martial arts that focuses on self-defence.
If I'm going to do a club, if I'm gonna be listening and engaging to this presentation, first of all, I need to know what karate actually is 'cause maybe I don't know.
It originated in Japan.
So again, more information about what karate is.
Then, I'm giving a statistic to persuade people why it's really important.
13% of people improve their cardiovascular performance.
So it helps you to get really fit.
Then, some more specific details.
It takes place in Linford Hall and that's a really central location so you don't have to walk for miles to get there.
The instructor's name is Kyle Abrams and there's unlimited space in the club.
So however many of you can join.
And here's some vocabulary you might have noted down that might need explaining: martial art, self-defence, originated, and cardiovascular.
So well done if you've got any of those in the right order or noted down any of those words.
We are now going to move on to our second learning cycle.
So we thought about organising a presentation and now we're going to think about actually giving a presentation and how we can engage with an audience.
So you'll have engaged with an audience plenty of times before.
I'd like you to discuss, what helps when you were about to present in front of an audience? Pause the video and discuss that now.
Okay, well done.
So we can prepare the presentation before it happens.
That's gonna make us much more confident when we deliver it.
We can organise carefully what we're going to say in the most logical and clear order, which we've just practised.
We can write notes or a script to read from.
And finally, we can use our presentation skills.
We'll think about the those a bit more in this learning cycle.
So is Sam correct here? What might Izzy's response be? So, "I think the only presentation skill I have is using my eyes to make eye contact with the audience.
And nothing else really matters!" What might Izzy's response be to that? Pause the video and discuss that now.
Okay, let's come back together.
Here's what you might have said.
"Actually, I think we've got loads more presentation skills to use.
Think about what our voice and bodies can do and our gestures!" So there are lots of presentation skills that we can use and remember that a presenter is trying to connect with their audience so that the purpose of their presentation is met.
First, the presenter must grab the audience's attention.
So how might they stand? I don't want you to discuss this, but perhaps just have some thinking time.
If someone's going to come and present, how might they stand? Okay, they might wanna stand strong, confident, and rooted.
So not shuffling their feet or moving around, not kind of looking to the ground: strong, confident, and rooted.
How might they use their eyes and face? Again, have some thinking time.
What might they do? What's gonna help you connect with them if they were talking to you? So maybe, they might make eye contact and they might smile.
What will the first thing they say be? Again, thinking time.
What's the first thing they should say? They should break the ice.
Maybe introduce themselves and tell, say a little something about themselves that would break the ice.
And how will their voice sound? Again, thinking time.
How will their voice sound if someone's presenting? Okay, it should be the right volume.
So not too loud or not too quiet.
And the right pace: not too fast, not too slow.
So what advice would you give to Andeep? He says, "I find breaking the ice the hardest part! I never know what to say first.
And there are always so many things to choose from!" Pause the video and with your partner, discuss what advice you could give to Andeep.
Okay, let's come back together.
Here's what you might have said.
"It is hard, isn't it, to break the ice? I find that telling the audience who I am, why I want to present to them, and sometimes a short story or anecdote really helpful.
If you make them know why this really matters to you, it might mean that you'll persuade them to make it make it matter for them too." So thinking carefully about the first thing you will say is important.
Say who you are and why you are speaking.
You might tell a short story or anecdote that links you to the topic.
So here's an example: "Hi everyone, I'm Sofia and I'm in Year 8 here at Oak Walk.
I'd like to talk to you about the many elements of bike safety, but before I start, let me tell you why.
Two years ago, I was cycling the river path when I cycled over a small rock.
It caused me to veer off the path, losing my balance and fall, hitting my head." So Sofia has introduced herself.
She said what she's going to talk to you about.
And then, she's told that short story about why it's really important to her.
So now it's your turn.
You are going to imagine you're Lucas and choose one of the scenarios to practise saying your first few sentences.
Here are the scenarios: Either you could choose that Lucas travelled to Greenland and saw the melting ice caps; or that Lucas has some friends in Syria and the daughter cannot go to school.
So make sure you say who you are and why you are speaking and tell a short story, which can be one of those scenarios, that links you to the topic.
Pause the video and practise this skill now.
Okay, well done.
Let's come back together.
So next, the presenter must maintain the audience's interest.
We don't want them drifting off and getting daydreaming.
Don't forget that a presenter is still trying to connect with their audience, so that the purpose of their presentation is met.
They must structure their presentation well and that is done in advance.
We looked at that in learning cycle one.
A logical order is used.
An introduction grabs the audience's attention and a conclusion sums up action points or next steps.
And the presentation is easy to follow.
They must use their voice as effectively as possible.
The pace is varied.
Sometimes their voice is slow, maybe at the really key moments key.
Other times, it's faster to keep the pace going.
The volume should be appropriate, not too loud or not too quiet.
And it can change for effect.
Again, maybe it might get louder at a really important point.
Expression is used.
Some words or sentences can be emphasised or stressed.
So sorry, not facial expression but expression in your voice.
The pitch is varied.
It can be high and low instead of all one tone like a robot.
So could you now discuss what happens if you cannot hear a presenter properly? Pause the video and discuss that now.
Okay, well done.
If you can't hear someone presenting, the audience will switch off and the purpose of the presentation will not be met.
So as well as thinking about all of those things about how to use our voice, we must also use our bodies well.
We think about our posture, how we stand.
We need to stand strong, confident, and rooted to the ground, so we're not shuffling around.
Gestures are used but not too much they become distracting.
Movement can be used and this can be effective to make the audience feel at ease.
Facial expressions are varied.
The face can brighten up or become more serious at the appropriate moments.
With all these presentation skills working together, the audience's interest can be maintained.
So if the presenter's doing all these skills, the audience will stay focused on what you are saying.
So could you now match these presentation skills to their examples? Grabbing the audience's attention, using the voice effectively, and using the body effectively.
And the examples are make some gestures and stand confidently; tell a short story about why you are speaking; and vary pitch and stress key phrases.
So you could perhaps draw imaginary lines in the air.
Pause the video now.
Okay, well done.
Here are the answers.
So grabbing the audience's attention, you could tell a short story about why you are speaking like in the examples we've seen.
To use the voice effectively, you want to vary the pitch and stress key phrases.
And to use the body effectively, you want to make some gestures and stand confidently.
So it's time for your second task.
In this task, you are going to be practising your presenting skills.
You are going to read a section of a presentation.
Its purpose is to persuade the audience that Greenland's melting ice caps are a serious environmental problem.
Okay, so first of all, I'm going to read it purposefully in a way that's not going to be very engaging.
So that hopefully, that will help you to think about what you are going to do differently from me.
Are you ready? "Hello everyone, today, I want to speak to you about why the ice caps in Greenland are in grave danger.
But before I get into it, I want to tell you why.
I was lucky enough to travel to Greenland last year and see the melting ice caps myself.
They're not just giant blocks of ice.
They're truly beautiful up close.
And teaming with life! They're also, most importantly, a vital part of our planet's ecosystem, but they're being threatened at an alarming rate.
In 2019 alone, an estimated 532 billion metric tonnes of ice melted from the Greenland's ice sheet.
This has to stop.
For all our sakes." Okay, now I'm sure you probably weren't that engaged with what I just read because I purposely didn't use my presentation skills.
I'm sure you can recognise lots of things that I didn't do about eye contact, looking up, varying pace, varying the expression in my voice, sometimes slowing down or being a bit louder to emphasise key points.
These are all things I want you to do much better than I just did.
So you are going to work with a partner.
You are going to take turns to read the section to each other; first, practising using the voice presentation skills.
So first, just focus on your voice.
Think about pace, volume, expression, pitch, all the things I didn't think about.
You can annotate where you want to stress certain words.
So you could perhaps highlight a few words you want to stress or where you'll vary your pace, volume, or pitch.
And then, you are going to practise the body presentation skills.
You are going to practise your posture, your gestures, your movement, and your facial expressions.
And again, you can annotate the section if it is helpful.
So you are going to be using the script that I just read in a not very engaging way and you are going to take turns reading it and practising your presentation skills; first focusing on voice, and then focusing on body.
So good luck, enjoy this task.
Pause the video now.
Okay, well done.
You did that so well, so much better than I did.
So, really well done.
You should feel proud of yourselves.
So did you practise the voice presentation skills thinking about pace, volume, expression, pitch? Perhaps just have a little bit of time to reflect.
Is there one thing you think you could do even better at next time? Perhaps it might be, "Oh, I think I could be a bit louder." Or "I think maybe I was a bit too quick and I should slow down a bit more." So just take a bit of a moment.
What's your personal target? Okay, well done.
And now did you practise body presentation skills: posture, gestures, movement, facial expressions? Again, take a moment to reflect.
Maybe it might be, "Oh, I wasn't standing confidently.
I was shuffling about a bit." Or perhaps it was, "I think I was moving too much." Give yourself a moment.
What's your personal target for next time? Okay, well done.
So let's summarise what we've learned today.
We've learned that giving a presentation is a way to connect with an audience, and it's something you'll probably do lots of in secondary school.
A presenter thinks about the purpose of their presentation when they're preparing it.
Presentations are easiest to follow when they're organised and advanced in the most logical and clear order.
And audience's interest must be grabbed and maintained using a wide range of presentation skills like voice and body language.
Now hopefully, you feel a little bit more prepared now if you are going to give a presentation.
And remember that some of you might really enjoy presenting and some of you might not enjoy it so much, but we can all do it really effectively if we follow these steps we've looked at today.
If we take time to prepare our presentation and if we think about our voice and body while we present, all of us are able to give a really engaging and successful presentation.
So I hope these skills are useful in the future and thank you for working so hard today.
See you for some more learning another time.