Worked example
Question: “Today I will talk about frogs. Frogs need water. Thank you.” has an opening, middle information and closing.
Key concept
Learning goal: I can plan and deliver a short presentation with a clear beginning, middle and ending.
- Report the result of a group activity clearly.
- Explain how to do or make something in an organised order.
- Give a short presentation using clear speech and topic words.
- Change volume and pace to suit the purpose.
- Give a reason when trying to persuade an audience.
Steps to use
Opening → Middle details → Concluding statement → Practise voice/gesture
See it, then try it
Presentation structure
Opening: Today I will talk about...Middle: First...Middle: Next...Closing: Thank you
Practise delivery, not just words
stand readyclear voicegesturesteady pacelook at audience
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: reporting the results of group activities
- E2: explaining how to do or make something
- E3: giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume, and using content-specific vocabulary
- E4: experimenting with volume and pace for particular purposes; for example, presenting information, retelling stories, and reciting rhymes and poems
- E5: giving reasons why the class should learn a particular game
Common misconceptions
- No closing — End with a final statement, not just stopping.
- Reading too fast — Practise steady pace.
- Random gesture — Use gesture that helps meaning.
Try these
- Three-part talk — Plan a presentation using opening, middle and closing cards.opening / middle / closing
- Voice check — Practise saying one sentence too quiet, too loud and just right.classroom voice
- Gesture match — Choose one gesture that supports your topic.point / show / count
Explain and apply
Open the talk
Choose an opening for a short talk about bees.
Answer and teaching guidance
A strong opening names the topic, such as Today I will talk about bees.
Middle facts
Add two learnt facts in the middle of a talk about ducks.
Answer and teaching guidance
The middle should give topic-specific facts, not an unrelated story.
Finish clearly
Which ending suits a talk: Thank you for listening or And then?
Answer and teaching guidance
Thank you for listening gives a clear concluding statement.
Voice and gesture
What should a speaker do so the audience can hear and follow?
Answer and teaching guidance
Face the audience, speak clearly, use helpful gestures and keep a steady pace.
Check your understanding
Quick checks
- What does an opening do?
- Name one delivery skill.
- Why use topic vocabulary?
- Give a closing sentence.
I am ready when I can
- I can report the result of a group activity clearly.
- I can explain how to do or make something in an organised order.
- I can give a short presentation using clear speech and topic words.
- I can change volume and pace to suit the purpose.
- I can give a reason when trying to persuade an audience.
Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for And deliver short oral and/or multimodal presentations on personal and...
Mapped skill: create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E1LY07 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E1LY07 · Level 1 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN1-OLC-01 · Stage 1 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 1 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 1 |
| United Kingdom (England) | National Curriculum in England — English | Year 2, Key Stage 1 |
| India | NCERT / CBSE — English | Class 1 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Retelling a Story
Khan Academy Kids — Organise a short oral retelling so a listener can follow the beginning, middle and end.
As you watch: Which words keep the events in a clear order?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Show three story drawings. Introduce the story, tell the events clearly, and finish with its ending. Ask a listener whether your pace was easy to follow.
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