Lesson video

Hello, and welcome to today's English lesson.

My name is Mrs. Butterworth, and I'm here to guide you through the learning today.

Now in this lesson, we will be creating content for a formal presentation because, yes, we deliver a presentation verbally, but we need to make sure that we know exactly the sorts of things that we can say and what the content of a presentation looks like.

So we're gonna consider all the creative ways we can do that today.

Sound good? Great.

Well, then let's get started.

So in this lesson, you will understand how to use a range of skills to take a stand and create a formal presentation.

But before we delve into the main part of the lesson, let's look at those all important keywords that will be popping up throughout.

These words are transfer, extend, semantic field, coherence, and impact.

Now, transfer means to move from one place to another or move something to something else.

Extend means to add something to make it larger or longer.

So you might have heard teachers talking about extending your comments or extending your responses.

The semantic field or a semantic field is a group of words linked by a common theme.

So today we're going to look at how you can use a semantic field in your writing.

And then coherence is the quality of forming a unified whole.

So when we're thinking about our presentations, we want them to be coherent, we want them to be understood, we want them to be well structured.

And then finally, impact means to have a strong effect or influence.

So when we're thinking about the creative content for our presentation, we really wanna think about how we can use it to make an impact.

So the outline of our lesson looks like this today.

We're going to start by considering what makes a good presentation.

We're then going to move on to focus specifically on using a metaphor skillfully in a presentation before finally considering our structure, so using structure skillfully in a presentation.

So let's get going with the first part, what makes a good presentation? So I want us to begin by imagining you were given this task.

Create and deliver a presentation about a topic that concerns you and that you think should concern everyone.

Now, I'd like you to discuss what do you need to know and what do you need to do? Now, you may not have a very clear answer on this at the moment, but let's just think about our initial responses and our initial ideas about what it is you need to know and what you need to do to complete this task, okay? Pause the video so you've got time to discuss, or if you're working alone, you may wish to just sit quietly and think to yourself.

Pause the video and off you go.

Great, there's some really good suggestions happening there.

But I want us to use our ears now to do some listening because I want us to listen to what the Oak pupils said.

And the Oak pupils, Alex and Izzy, said the following.

They said, "A presentation can be both formal and accessible." That's a really good point, Alex.

"And this presentation is for our peers so we can address them directly." So I think that's a really good point there.

That even though it needs to be formal, we can make it accessible, so we can make it so that everyone can understand and feel like they're involved.

So Izzy said, "We need facts and experts so our presentation is authoritative and the argument convincing." Absolutely.

And, "Also, we must realise that our audience may not initially agree, so we need to be persuasive." And that's another really good point to consider there from Izzy.

So before we move on, I want you to do some thinking now.

Is there anything you can add to this? So think about those discussions that you had and just think quietly to yourself.

You can pause the video.

Is there anything you can add to this? Off you go.

Okay, so let's break that down into a little bit more detail.

So here we have six key things that we can think about what our presentation should be like and how we should go about creating content for it.

So we're going to identify the skills needed behind each of these elements.

So the first thing, like Alex said, is that it needs to be formal.

If you're presenting something, it needs to be formal.

So this means you need to present in standardised English and use sophisticated vocabulary, okay? The next thing is that we need to make it accessible.

So yes, it is formal, but we need to make sure that everyone we are delivering our presentation to can understand and that they feel involved.

So accessible means that as you are addressing your peers, that you can address them in a friendly way and refer to shared experiences, so you can adapt the content of your presentation to make it accessible.

So, yes, it needs to be formal, so the language you use needs to reflect this, but you can adapt the content to make it accessible.

So now thinking about three, four, five, and six.

I'd like you to discuss what do you think we need to do to be able to address the audience directly, how we use facts and experts, and how we're going to be persuasive.

So pause the video and discuss or think to yourself the skills needed for elements three to six.

Pause video.

Off you go.

Excellent, thank you.

And some really excellent and very specific suggestions there, so well done.

I can see you know lots already about this topic.

So you might have said something like the following.

So we've said about what it means to be formal and what it means to be accessible, but what about addressing the audience directly.

So you may have picked up that you could use the pronouns you and your to use that direct address.

And it also means that the audience feels like you are talking to them.

So it really helps to create that relationship, that rapport with the audience.

So you can say, "Have you thought about this?" or, "You might wish to consider." And also with that direct address or addressing your audience directly, you can also ask questions that will get them thinking.

And this is an effective thing to do in a presentation because it can really help to engage the audience.

And then facts.

So you may have thought about using statistics as proof, and you may think about using something like a news story or a historical event.

So those facts, statistics, and historical events, and news stories all help to make your presentation seem authoritative and credible.

And experts.

So experts could be someone who has researched the topic or has been affected by the topic, so has the moral right to talk about it.

So you might wanna think about how you could refer to some experts in your presentation.

This might be a professor, or a doctor, or a teacher, or even just an expert on your topic.

And then finally, we need to make these presentations persuasive because you want to convince everyone that what you think is important, they should think is important too.

So you should use phrases like, "I imagine that you are thinking that," to again show that you understand, to kind of create that relationship and that rapport with your audience.

So well done, everyone.

But now it's time for a quick question.

So which element is missing from a presentation, okay? We've got persuasive, experts, facts, address reader directly, and formal.

Which element is missing there? Okay, great.

Who's feeling confident? Lots of you? Shall we look at the right answer? It's accessible, yes.

So we know that we need to make our language formal, but we can make our content and some of our language accessible too.

So we have reached our first practise task.

And what I would like you to do is thinking about everything that we have looked at and discussed so far in this lesson, I would like you, please, to answer this question.

What makes a good presentation? And you should use the following sentence starters to help you answer this question.

So the first one is, "A good presentation should include.

because.

," and secondly, "In order to persuade your audience, you can.

." Okay, so use those sentence starters to answer the question what makes a good presentation? So gather what you need in order to complete this task, then pause the video and get going.

Off you go.

Okay, thanks, everybody, for completing that first task.

Let's just share an example of what you might have written.

So this will be a good opportunity to look at your own work.

You may have written something better, which is fantastic, or you may wish to take this opportunity just to add to your own writing.

But let's look at an example together.

So, "A good presentation should include well chosen and relevant facts and experts because you want your audience to believe that you are an authority on the subject." And like I just said, you may have written something different, which is absolutely fine, and you may just wish to take this opportunity to add to yours if that's what you would like to do.

And then secondly, "In order to persuade your audience, you can address them directly, asking them questions and showing that you understand that they might think or feel differently.

That way, you will be better able to persuade them to your point of view." Okay, excellent work so far, but let's keep up that hard work as we move into the second part of our lesson.

And in this part of the lesson, we're going to be focusing on how to use a metaphor skillfully in a presentation.

So you may think that a metaphor isn't something that we would use for the content of a formal presentation, but actually creative devices like metaphors can be really effective in a presentation, speeches, all of these sorts of things because not only do they engage your audience, but they can really help to emphasise your point of view or what it is you are talking about.

So we're going to think about using a metaphor to take a stand, but let's just remind ourselves of what a metaphor is.

Now, a metaphor is when we compare two things using the verb to be.

So I very often think of it as you are saying something is something else, okay? So for example, when Shakespeare says that "Juliet is the sun," he is using a metaphor.

So you can see there Romeo is saying that "Juliet is the sun." He is saying something or someone is something else.

Now, interesting fact here, the word metaphor comes from the Greek verb metapherein, meaning to transfer.

So I think that's a really interesting way to think of it, that a metaphor's almost like transferring an idea.

So with a metaphor, the qualities of the thing that is being used as a comparison is transferred to the thing being described.

"Juliet is the sun." So we know that the sun is warm, bright, and life-giving, so Juliet is bright and life giving.

So you can see that there's kind of transference of those qualities, how that metaphor is working to present Juliet in a specific way.

Okay, so I'd like you to discuss now.

If we said that a particular social issue is a virus in society, what would we be implying about it? So let me repeat that question again.

If we said that a particular social issue is a virus in society, what would we be implying about it? Okay, so pause the video so you've got time to discuss your answers to this question.

Or if you are working on your own, you may wish to sit quietly and think by yourself or jot some ideas down.

When you're ready, pause the video and get going.

Thanks, everyone.

Let's just share some answers to that question.

And you can think about your own discussions and your own ideas and how they compare.

So you might have thought about the idea that this metaphor might imply that the issue makes people ill.

You know, this issue is like a virus and that it spreads very quickly.

So it gives an idea of the kind of damaging impact of the social issue.

Also, it could work on another level.

So this metaphor could also suggest that we cannot see viruses.

So maybe the metaphor suggests that the issue is hidden and affects people when they least expect it.

So a final thing to think about on this part is why is it more effective to use a metaphor instead of stating literally how bad the issue is? So why might it be more effective to use a metaphor instead of stating literally how bad the issue is? Okay, pause the video to give yourself time to discuss that question or think quietly to yourself.

Pause the video.

Off you go.

Okay, so need your ears listening now.

So we're using our listening skills because we now want to listen to some feedback and consider what the Oak pupils said.

So listen to this.

This is what the Oak pupils said.

So Alex said in response to that, that "The metaphor makes the issue seem almost physical.

We all know how miserable it is to feel ill and want to get better.

Just like we want the issue to get better." So actually using that metaphor instead of stating literally how bad something is, just adds that nuance to it, adds the complexity to what is being suggested.

And Izzy says that, "The metaphor suggests that social issues weaken us.

And people fear viruses because they don't know how badly they will be affected.

So it is a fear-filled metaphor." So again, you can see Izzy hinting there at how this metaphor is much more effective at really showing how bad something is, okay? It goes beyond just saying, "This social issue is really bad." We get this kind of imagery, this description, that a metaphor can create.

The other thing that you can then do is you can then extend the metaphor throughout your presentation.

So this is a really good thing to do structurally in terms of creating cohesion too, because as you extend the metaphor through your presentation, it links lots of ideas together.

So let's give an example.

If you wanted to use the metaphor of a social issue being a virus, you might select vocabulary from the semantic field of illness, okay? So remember that semantic field are words that are linked together by theme.

So if you started talking about the issue being like a virus, that you could then use different words from the semantic field of illness to extend that metaphor even further.

So you might use words like weak, infectious, feverish, and if you wanted to be optimistic, so change the tone, you could use words like treatment, recovery, cure.

Okay, so which of the following are true? We've got answers a, b, c, and d, and which of the following are true? Select your answers now.

Okay, shall we share our responses? Okay, let's see if you've got your answers right.

Yay, lots of you seem very happy, so that's good.

Well done to everyone who got it right.

So which of the following are true? The word metaphor comes from the ancient Greek language.

Yes, it does.

And a metaphor involves the transfer of qualities from one thing to another.

Let's just look at those incorrect answers.

So c says, "A metaphor compares two things used in the words like or as." Now that's not true because what that is referring to there is a simile.

So a simile uses like or as, where a metaphor tends to say something is something else, that verb to be.

And a metaphor is a structural technique.

That is not true.

We know that a metaphor is a language technique.

So second task for you now.

I'm going to give you a list of metaphors, okay? So I'm gonna show you an example, and what I want you to consider is what might the following metaphors imply about a social issue? So let's look at an example.

So "A particular social issue is a virus in society." We've looked at that one.

So in that other side of the grid, we're going to write something like, "It might imply that the issue makes people ill and that it spreads quickly.

Also, we cannot see viruses, so the issue is hidden and affects people when they least expect it." So in a moment, I'm going to give you two more examples of metaphors and you need to explain what they imply about a social issue.

So "The social issue is a spider's web." So what could that imply about the social issue? And "The social issue is an iceberg." So it's up to you to fill in that grid considering what is being implied through that use of metaphor.

What you may want to consider, and this is going to help you, are the qualities that are being transferred.

So what are the qualities of a spider web or an iceberg? And then once you have completed that grid, I would like you to consider, please, if you extended the metaphor, so the metaphor of the spider web or the metaphor of an iceberg, what vocabulary might you choose? Okay, so just to recap all of that, you need to complete the grid explaining what the metaphor implies, and then consider if you extended the metaphor, what vocabulary might you choose? Okay, so lots to be getting on with there.

It's really important we put our all into this, okay? So pause a video and get this task completed.

I look forward to seeing what you come up with.

Off you go.

Great, thank you, everyone, for your hard work.

Lots of you coming up with some really great explanations of those metaphors there and really starting to understand how metaphors can be used to present things in a specific way.

So well done.

So let's look at this spider web metaphor first.

So you may have thought about some of these ideas.

"The issue is complicated with lots of different elements that are connected together.

Also, it is a trap, and at the heart of the problem, there is something dangerous." So you can see that metaphors can create lots of layers of meaning, can't there? So like the virus, there are several layers of meaning.

This spider web could mean different things.

Social issue is an iceberg.

So this could mean that most of the problem is hidden, and it is the hidden part that is dangerous.

It could also mean that the real danger is that we don't see the problem until it is too late to escape it.

So again, you can see how using the metaphor really emphasises the complexity of these issues or the thing that it is presenting.

So let's think about if you extended the metaphor, the vocabulary that you might choose.

So spider's web, you might choose words like tangled, pattern, stuck, consumed.

For iceberg, you may choose things like cold, looming, disaster shipwreck.

Okay, great.

So we are now onto the final part of our lesson.

So just a final push to get us over that finish line.

So now we're going to think about structure and how we can use that skillfully in a presentation.

So first let's think, what do we even mean by structure of a text? What do we mean? So Alex and Izzy have given us some suggestions here.

So Alex says, "We mean the way that the text is organised.

That includes ideas like the beginning, middle, and end as well as paragraphs." So how the writing or the text takes us on a journey.

And Izzy says, well, "You need to start strong and end with impact." Yes, you do.

"We have to organise texts with intention.

So, we can use discourse markers to link ideas." So this is a really good idea from Izzy about using those discourse markers to really create that cohesive structure we need.

So just a little bit of time for you to do some thinking.

Pause the video, think about what Alex and Izzy have just said, and consider is there anything you can add? Okay, great.

So one of the things that you can consider is using a circular structure.

So a circular structure looks like this.

So it is a way of organising or present, or present, a way of organising a presentation or a piece of writing.

So you can use a circular structure for many different forms of text.

The presentation begins and ends at the same point.

You may start and end with something visual.

That's one way that you can create a circular structure.

But why should we use one? Well, it creates coherence, that really important word there, because it makes links between the beginning and end.

Remember, coherence links to this idea of really creating a through line through the text you are writing.

So a circular structure can also reinforce key themes and remind audiences of the most important aspects.

And also it creates satisfying closure.

The ending just feels right.

We know as an audience that it's finished.

So let's think about the beginnings and endings in a presentation.

So you want to start strong.

You could maybe be visual.

You could write literally.

E.

g.

, a presentation about plastic pollution could begin with the words, "A once beautiful beach is covered with piles of sticky plastic.

Rats rummage in the polystyrene boxes of rotting food." So that's one way you can start strong.

You can be visual and you can also try and be quite literal.

You could also be figurative too, so you could write figuratively.

So you could use a metaphor as we've looked at already in the lesson.

So you could say something like, "Plastic pollution is a virus.

It's easy to catch and, before you know it, the planet is diseased and suffering." So you can see there, there's lots of different ways that you can start strong either being literal or figurative.

The most important thing about your ending is you need to end with impact, okay? So it's the last thing your audience is going to hear.

It's your last opportunity to really convince them, so your ending is very important.

Remember the circular structure can help with you constructing an ending.

And you could write something like, "How can we work together to nurse that beautiful beach back to health? How can we help our planet recover?" So you can see here how this ending has referred back to that metaphor of a virus and the plastic pollution.

So the idea of nursing it back to health, that semantic field of illness and all of that.

Okay, so what I would like you to do now is I would like you to fill in the missing words.

So let's have a look.

You have one, two, three, four sentences there, and I would like you to fill in what is missing.

So you'll need to pause the video to give yourself time to do this, and we'll look at the answers in a moment.

So pause the video and we'll share our answers in a second.

Off you go.

Okay, so now is time to check your answers.

So let's check it together.

Number one, "A circular structure is an effective way of organising your ideas." Well done to everyone that got that one right? "This means connecting your first paragraph with your last one." So number two, you should have first and last.

Number three, "It is important that you start strong and appeal to the audience's visual sense." Well done to everyone who got visual.

And finally, number four, "It is equally important to end with impact." Okay, well done to everyone that got the answers right.

If you didn't get all the answers right, that's absolutely fine.

Use this opportunity just to make sure you understand those words and why they are put there.

Okay, so it is our final practise task.

And what I would like you to do is I would like you to really reflect on the skills that we have learned because we have done a lot this lesson and you have worked incredibly hard.

So I'd like you to complete the following sentences to develop your reflection.

So number one, "When creating a presentation, I want to work on.

." Number two, "Regarding linguistic skills, I feel most confident about.

." And "Regarding structural skills, I feel most confident about.

." And then finally, number four, "I still need to work on.

." Okay, so this is all about you, and your reflection, and your targets.

So make sure you pause the video to give yourself time to complete those sentences and really think about what it is you would like to improve, what you want to work on, but also what you feel confident about.

Okay, pause the video and get this done.

Thank you, everyone, for spending some time to really reflect and think about those sentences.

It's very important to reflect on your learning and your future learning, so well done.

So Alex here is going to share what he wrote.

So let's see.

He wrote, "When creating a presentation, I want to work on how best to address my audience so that they respond to my point of view." So you may have something completely different, which is fine.

Remember, this is all about you and your target.

If you are struggling to think of anything, then use these answers to help you formulate your reflection.

Number two, "Regarding linguistic skills, I feel most confident about creating a metaphor that I can use to describe a social issue." That's great.

And Alex also feels confident about starting strong by describing a scene.

And that's a really good thing to do in the introduction of a presentation.

And Alex here has noted that he still needs to work on extending the metaphor and choosing vocabulary to match.

So as I've said, compare your reflection with Alex's.

Is there anything you want to add to yours? So maybe just take a moment to pause the video, look at your own reflections, see if there's anything you would like to change or like to add.

Off you go.

Well done, everyone.

You have made it to the end of the lesson.

Congratulations.

We have covered a lot today, and you have worked incredibly hard.

So let's just run through everything.

So we know that creating content for a presentation can mean using facts, experts, and appropriate tone to take a stand.

A metaphor involves the transfer of qualities from one thing to another.

An extended metaphor will help direct your choice of vocabulary throughout the presentation.

And an effective way to structure your presentation is to begin and end in the same way.

Presenting visual ideas at the start can be very impactful.

So thank you so much for today.

I've really enjoyed myself, and I hope you have too.

Really look forward to seeing you all again in a lesson very soon.

But until then, I will say goodbye.

Goodbye.