Year 8 - English
Creating content for a formal presentation
Taking a stand
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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 learn about the different ways that writers have expressed their points of view across history. They look at some key techniques that writers use, such as motif and triad, before reading a speech, article, poem and song. They finally write and deliver their own presentation.
Lesson Summary
You will learn to understand how to use a range of skills to take a stand and create a formal presentation.
Key Notes
- Creating content for a presentation can mean using facts, experts and an 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.
- An effective way to structure your presentation is to begin and end in the same place.
- Presenting visual ideas at the start of a presentation can be very impactful.
Vocabulary To Learn
- transfer: move from one place to another
- extend: add to something to make it larger or longer
- semantic field: a group of words linked by a common theme
- coherence: the quality of forming a unified whole
- impact: a strong effect or influence
Common Mistakes To Avoid
- Figurative language, like metaphors, is not used in presentations.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Creating content for a presentation can mean using facts, experts and an appropriate tone to take a stand. A metaphor involves the transfer of qualities from one thing to another.
2. Define this language term and use it in a sentence. 'transfer'
move from one place to another.
3. Correct this common English misunderstanding.
Mistake: Figurative language, like metaphors, is not used in presentations. Correction: Stress how much stronger presentations can be when it allows the audience to make associations with objects and items they are familiar with.
More Lessons In This Unit
- 'The Chimney Sweeper': a protest against child labour Study Guide
- 'Where Have All the Flowers Gone?': a song of conviction Study Guide
- Analysing an opinion article about protecting the greenbelt Study Guide
- Aristotle's triad Study Guide
- Delivering a formal presentation Study Guide
- Evaluating how two non-fiction writers express their opinions Study Guide
- Expressing convictions Study Guide
- Hillary Clinton's passionate speech about women's rights Study Guide
- Planning a fairy tale about a social issue Study Guide
- Planning content for a presentation Study Guide
- Preparing to deliver a presentation Study Guide
- The use of a motif in Hillary Clinton's speech Study Guide
- Using a motif in your writing Study Guide
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