Lesson Plan – Presentations
Aims

To improve students’ skills in delivering presentations
Objectives
Students will be able to:
 understand the necessity for good preparation
 identify good and bad delivery techniques
 identify potential necessary changes to delivery style to accommodate audience members with special
needs.
This structure may be spread over a number of lessons as required.
Timing
2 mins
Timing
30 mins
Stage of
Lesson
Introduction
Teacher Activity
Stage of
Lesson
Development
Teacher Activity
Student Activity
Teacher leads the activity on Worksheet 1.
Asks students to work in small groups to list
good and bad presentation delivery techniques
that they have witnessed, and then to transfer
their ideas on to flipchart paper. Teacher
prompts students to think of lessons they have
witnessed.
Flipchart papers are put on the wall and
teacher prompts each group in turn to explain
the two best and two worst techniques that
they have come up with.
Completing Worksheet 1
and flipchart papers in small
groups.
Stage of
Lesson
Development
Teacher Activity
Student Activity
Preparing for Oral Presentations
Teacher opens this lesson and asks students
to suggest what might go under each of the
three headings: Audience, Objectives and
Structure. Then clicks on each to reveal the
key considerations when preparing for a
presentation.
Suggesting presentation
considerations for each
heading.
Making notes.
Stage of
Lesson
Teacher Activity
Student Activity
20 mins
Timing
15 mins
Timing
7 mins
Student Activity
Teacher introduces the theme of presentations, Listening.
emphasising that this is an important business
skill.
Explaining key points to the
rest of the class.
Presentation Techniques
Watching video, making
Teacher hands out Worksheet 2 and explains
notes of errors.
to the class that they will be watching two
videos of business people giving presentations.
The first, David, has made a number of errors.
15 mins
7 mins
15 mins
Teacher instructs students to use the
worksheet to make notes of the errors made
while watching the video. Teacher clicks on the
first TV icon to start the video.
At the end of the video, teacher leads
discussion about errors. Ideas are collated on
the whiteboard so students can make
comprehensive notes. The main errors to
identify are as follows:
 Problems using the equipment – evidence
of lack of preparation
 Tie and hair not smart
 Does not introduce himself
 Does not say what information he is trying
to convey
 Does not give an outline of the structure of
his presentation to the audience so they
know where he is going with it
 Does not quote units when he quoting
figures, so they are unclear
 Graphs shown are not on screen long
enough for audience to assimilate and
understand the information
 Pie charts too small to see clearly
 Does not comment on most of the graphs
so some key messages are missed
 Units missed on first graph
 Text on slide 3 graphs is confusing and
hard to read
 There is an unnecessary legend on slide 4
 Gives his own, unsupported opinions
 Spelling on final slide: ‘U’ instead of ‘you’
 Looks down when reading from notes
instead of at the audience
 Stumbling over some words
 Loses place in notes
 Standing with his back to the audience and
blocking the projector when explaining
graphs
 Voice too quiet at times
 Monotone when reading long bit of text
 Sources not acknowledged
Teacher then plays the video of Prisca, again
asking students to make notes, this time
concerning the good aspects of her
performance.
At the end of the video, teacher leads
discussion about the good techniques
displayed. Ideas are collated on the whiteboard
so students can make comprehensive notes.
The main points to identify are as follows:
 Confident with presenter kit – evidence of
good preparation
 Dressed appropriately
Contributing to discussion,
noting key errors.
Watching video and making
notes.
Contributing to discussion,
noting key good points.













Timing
5 mins
30 mins
Stage of
Lesson
Development
Introduces herself, says who she is and
what she is hoping to do
Explains immediately what information she
is trying to convey and puts the talk into
context
The Agenda gives a clear outline of the
structure of her presentation so that her
audience know where she is going with her
talk
Good use of slide transitions and effects
Graphs included in PowerPoint slides are
used appropriately and ample time is given
to the audience to look at them and digest
the information
Graphs are well produced for the most part
Good use of appropriate language
throughout
Reading from cue cards held in front of her
Makes regular eye contact with the
audience
Faces the audience at all times
Good use of vocal techniques, varying
pitch and speed and using a business-like
tone throughout
Prisca appears well rehearsed
Source acknowledged
Teacher Activity
Student Activity
Adapting Your Presentation
Teacher introduces the idea that it may be
necessary to make adjustments to the way a
presentation is delivered to take account of the
specific needs of different people in the
audience. Teacher asks students to suggest
some groups of people who might find some
adaptations helpful.
Teacher opens the Adapting Your
Presentation lesson and discusses the
possible audience members with students.
Then reads the first possible adaptation at the
bottom of the screen. Teacher leads a
discussion to decide which audience member
(if any) would benefit most from this
adaptation. The adaptation tile is then dragged
to the appropriate person, or to the bin if this is
not an appropriate suggestion. If the tile has
been dragged to the correct person it
disappears, there is a green tick and the next
tile appears. If incorrect a cross appears and
the tile returns to the bottom of the screen,
ready to be repositioned.
Listening.
Suggesting possible
audience groups.
Discussing answers.
20 mins
30 mins
Timing
5 mins
Stage of
Lesson
Conclusion
5 mins
Teacher hands out Worksheet 3 and
encourage the students to make notes on the
needs of each of the different people.
Note: this could be done while the activity is
taking place instead of afterwards, if preferred.
Teacher directs students to tackle exercise 2
on Worksheet 3 independently.
Taking notes.
Teacher Activity
Student Activity
Teacher questions individuals about good and
bad presentation techniques and the needs of
individuals.
What’s Important?
Teacher opens the What’s Important? lesson
and asks students to move the pointers to
show how important they think each aspect of
giving a presentation is.
Discussing verbally.
Completing exercise 2 on
Worksheet 3.
Differentiation
Differentiation is by application to discussions – less able students should still be able to contribute and the
teacher should encourage this, while the more able will contribute actively to discussions, giving good
justification and reasons behind suggestions and points of view.
Worksheet 1: Easy/Medium – All students will be able to make a contribution to exercise 1, the more able
students will come up with more astute observations. Exercise 2 requires a fair degree of verbal explanation
which may prove challenging to some.
Worksheet 2: Easy – All students should be able to complete this if they have taken part in the on-screen
activity.
Worksheet 3: Easy/Medium – Exercise 1 can be completed relatively easily by taking part in the on-screen
activity. Exercise 2 will require some analysis of the situation and differentiation will be by outcome.
Resources
Computer, projector, Worksheets 1, 2 and 3, flipchart paper, bold felt pens.