Public Speaking Lesson 2 Materials
2.1
Presentation Words: Say It Right!

Teacher's Guide: Vocabulary & Phonics Warm-up

Objective: To pre-teach and practice the pronunciation of key vocabulary for the lesson. Many students struggle with multi-syllable words and specific vowel sounds.

Methodology: This section uses a phonics-based approach, similar to the students' phonics workbooks. Words are grouped by shared sounds (e.g., long 'ee') or morphological endings (e.g., '-ture', '-tion') to make them easier to learn and pronounce.

Lesson Flow (15-20 mins):

  1. Introduce the Goal: Tell students, "Today, we will be superheroes of sound! We will learn to say some big, important words for our presentation. Let's make our mouths strong!"
  2. Go Through Each Sound Group:
    • Use a 'Listen and Repeat' method. Say the target sound first, then the word. Exaggerate the sound.
    • Use the interactive triggers to show visual aids for pronunciation or actions.
    • Have students practice in pairs after each group.
  3. Sentence Practice: Read the final practice sentences aloud and have the class repeat chorally. This puts the words in context.

To give a great presentation, we need to say our words clearly. Let's practice some important words together!

Sound Group 1: The Long 'ee' Sound

Guidance: Long 'ee' sound /iː/

Action: Tell students to make a big smile when they say this sound. "Like you are taking a picture! Eeeee!"

Drill:

  1. Point to 'speech'. Say "/sp/ /ee/ /ch/... speech!". Have students repeat 3x.
  2. Point to 'feeling'. Say "/f/ /ee/ /l/ /ing/... feeling!". Have students repeat 3x.
  3. Click the icon to show the "smile mouth" SVG as a visual cue.

Hello!
speech
feeling

Sound Group 2: The '-ture' Ending

Guidance: '-ture' ending /tʃər/

Action: Explain that this word part often sounds like "cher". Break the words into two claps. "NA-(clap)-TURE-(clap)".

Drill:

  1. Drill each word by clapping the syllables: `na-ture`, `cul-ture`, `pic-ture`.
  2. Click the icon to show the "Clap the sound!" visual. Ask students to do the action.

nature
culture

Sound Group 3: The '-tion' Ending

Guidance: '-tion' ending /ʃən/

Action: This is a very common ending that always sounds the same: "shun". This is morphology. Help students see the pattern. Teach them to count the syllables on their fingers.

Drill:

  1. Break down `introduction`: "Let's count! in-tro-duc-tion. Four parts!" Do this for all three words.
  2. Click the icon. It shows a hand counting syllables. Ask students to copy the action.
  3. Explain what each word means simply: `introduction` = start, `conclusion` = end, `communication` = talking.

START
introduction
END
conclusion
communication

Guidance: Putting It All Together

Action: Have students read these sentences aloud. This connects the vocabulary to the lesson's goal.

Drill:

  1. Read the first sentence slowly. Have the whole class repeat.
  2. Ask pairs to practice reading the sentences to each other.
  3. Use the icon to prompt them. It's a visual "Now you say it!" cue.

Let's Practice Our Sentences!

1. My speech has an introduction and a conclusion.

2. I will talk about Hong Kong culture and nature.

3. Good communication is important.

2.2
Everyone is different

Teacher's Guide: Introduction & Connection

Objective: To introduce the theme that everyone is unique and special. This builds students' confidence and provides the foundation for their "About Me" presentation.

Connection to Presentation: Frame this section as a "discovery mission." Tell students: "Now that we know our presentation words, let's find the ideas! You are a detective looking for cool things about YOU! This page will help us find the clues."

Lesson Flow:

  1. (5 mins) Warm-up & Introduction: Begin by asking simple questions like, "Is everyone's hair the same? No! Is everyone's favorite food the same? No!" This establishes the core idea of diversity. Use the interactive triggers on this page to guide the discussion.
  2. (15-20 mins) Content Generation: Move to the second page ("People have different talents" and "Activities") to start building the actual content for their presentation script using the 'fact file' as a guide.

People look different

Guidance: "People look different"

Action: Click the icon. The popup will appear. Ask students to look at their friends. "Point to someone with long hair. Point to someone with short hair. We are all different, and that's great!" This is a simple, visual way to start the lesson and make the concept concrete.

We all look different. We have different physical features, like our eyes and hair.

A girl with curly hair smiling. A boy with straight hair smiling.
Did you know? Everyone has lines on their fingers. These leave a special mark called a fingerprint. All fingerprints are different. You are one of a kind!

People are different

Guidance: "People are different" (Personality)

Action: Click the icon. Explain the concept of personality using the simple emojis. Ask the class, "Who is sometimes quiet? Raise your hand. Who is sometimes lively and loud? Raise your hand." Celebrate both answers to show that all personality types are good. This introduces the idea that their presentation can reflect who they are (e.g., a quiet student can give a calm, thoughtful presentation).

People can be quiet, loud, calm or lively. This is called your personality.

People have their own personality. This is all the qualities that make them who they are.

People have different talents

Guidance: "People have different talents"

Action: Click the icon. After the popup appears, ask students to share their own talents. "What are you good at? Maybe you can draw, or run fast, or you are a very kind friend!" This is a key part of their presentation content, as it builds self-esteem and gives them something positive to talk about.

A girl drawing. A boy playing football. A girl writing.

People are good at different things. We all enjoy doing different things. A mixture of people makes life interesting. Everybody is special just because of who they are.

Activities

Teacher's Guide: The Presentation Fact File

This is the core activity. Frame this not as a worksheet, but as a "Presentation Plan." Each item is a key part of their speech.

Method:

  1. Go through each item one by one.
  2. Click the interactive trigger (, , etc.) for each item.
  3. Read the sentence starter from the popup aloud (e.g., "My birthday is on...").
  4. Have students repeat the sentence starter.
  5. Give them 1-2 minutes to write down *their* answer on a piece of paper or in their notebook.
  6. Circulate and help weaker students form their sentences. This step-by-step process builds their script piece by piece.

After completing the list, tell them: "Congratulations! You now have the script for your presentation!" This makes the task feel achievable and boosts confidence.

1. Let's make a 'fact file' for your presentation. This will be your script!

  • A picture of you: (Draw in your book)
  • Your birth date:
    Age:
    Height:
  • Hair colour:
    Eye colour:
  • Three likes:
    One dislike:

Guidance: Understanding Check

Action: After filling out the fact file, click the big icon. The summary popup will appear. This is a quick formative assessment.

Teacher Script: "Let's play a game! I will point to a picture, you tell me what to say. (Point to ) What do we talk about for this one? Yes! Your birthday! (Point to ) What about this one? Yes, things you like!" This reinforces the structure and helps them memorize their presentation plan.

Page:```html