Year 5 - English
Presenting a non-chronological report about tigers
Wild Cats: non-chronological report
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils research tigers' diets and adaptations to write an informative non-chronological report about them. They spend a whole lesson editing their writing, focusing on key Year 5 punctuation, sentence structures and vocabulary choices. Finally, pupils present their reports.
Lesson Summary
You will learn to present a non-chronological report about tigers.
Key Notes
- Presenting involves speaking in front of others and listening to others.
- Presenting includes voice projection, speaking with clear diction, making eye contact and using strong body language.
- Voice projection is not the same as shouting.
- Practising pronouncing tricky words helps develop clear diction when presenting.
Vocabulary To Learn
- presenting: speaking in front of others and listening to others
- projection: speaking powerfully and clearly
- diction: pronouncing words clearly
- eye contact: looking into the eyes of the people in an audience
- body language: how we use our posture and gestures to communicate meaning, confidence and feelings
Common Mistakes To Avoid
- Pupils may speak very quickly, quietly and not look up from their page when presenting their report.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Presenting involves speaking in front of others and listening to others. Presenting includes voice projection, speaking with clear diction, making eye contact and using strong body language.
2. Define this language term and use it in a sentence. 'presenting'
speaking in front of others and listening to others.
3. Correct this common English misunderstanding.
Mistake: Pupils may speak very quickly, quietly and not look up from their page when presenting their report. Correction: Techniques for effective presenting are explicitly identified, explained and modelled throughout both learning cycles.
More Lessons In This Unit
- Editing the diet section of a non-chronological report about tigers Study Guide
- Identifying the features of a non-chronological report in preparation for writing about tigers Study Guide
- Planning the adaptations section of a non-chronological report about tigers Study Guide
- Planning the conclusion of a non-chronological report about tigers Study Guide
- Planning the diet section of a non-chronological report about tigers Study Guide
- Planning the introduction of a non-chronological report about tigers Study Guide
- Researching tigers for a non-chronological report Study Guide
- Writing the adaptations section of a non-chronological report about tigers Study Guide
- Writing the conclusion of a non-chronological report about tigers Study Guide
- Writing the diet section of a non-chronological report about tigers Study Guide
- Writing the introduction of a non-chronological report about tigers Study Guide
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