Kōrero Tūāoma · Oral Presentation Skills
Audience analysis, oral forms, delivery, and discussion · Years 9–10
Ngā Whāinga Akoranga · Learning Intentions
- Analyse audience characteristics and use this to make decisions about purpose, tone, content, and form.
- Select and use an appropriate oral form (speech, seminar, podcast, spoken word, debate) for a given purpose and audience.
- Develop and apply verbal and non-verbal delivery skills for effective oral communication.
- Use questioning techniques to clarify, summarise, and extend ideas during and after presentations.
Paearu Angitu · Success Criteria
- I can identify three audience characteristics and explain how they shape my presentation choices.
- I can explain why I chose a particular oral form for my purpose and audience.
- I can describe two verbal and two non-verbal techniques I will use in my delivery.
- I can write one clarifying question and one extending question in response to a presentation I heard.
Hononga Marautanga · Curriculum Connections
This activity addresses the following English curriculum statements (Draft 2025, Phase 4 — Years 9, 10):
- Language Studies — Oral Communication (Presenting): Presentations inform, entertain, or persuade. Individual and group presentations require understanding audience and purpose, selecting an appropriate form (seminar, speech, podcast, spoken word, debate), and developing verbal and non-verbal delivery skills.
- Language Studies — Audience and Purpose: Analysing audience characteristics (age, interests, background knowledge) and anticipating expectations informs decisions about tone, content, structure, and mode of delivery. Clarifying purpose means recognising the communicative intention of a text.
- Language Studies — Oral Communication (Listening and Discussing): Using questioning techniques to clarify and summarise information and to support deeper discussion by encouraging others to extend, refine, or respond to ideas. Reflecting on how tone, language choices, and delivery affect the way spoken contributions are received.
Wāhanga 1 · Know Your Audience
A presentation that ignores its audience will fail — even if the content is excellent. Before you plan anything else, you need to understand who you are speaking to and what you want them to think, feel, or do.
My presentation topic / task:
Age / year level:
What they already know about my topic:
What they care about / their interests:
My main purpose (circle one):
Inform Entertain Persuade
What I want my audience to think / feel / do:
Based on your audience and purpose, which tone best fits your presentation?
Why this tone?
Wāhanga 2 · Choosing Your Oral Form
Different oral forms suit different purposes. Choose wisely — the form itself sends a message.
| Form | Best for | Key features |
|---|---|---|
| Speech | Persuading, honouring, inspiring | Rhetorical devices, direct address, structure |
| Seminar | Informing, academic contexts | Evidence-based, structured, invites Q&A |
| Podcast / spoken | Informing or entertaining a broad audience | Conversational, scripted or semi-scripted, audio-first |
| Spoken word / poetry | Expressing emotion, storytelling, activism | Rhythm, imagery, personal voice, performance |
| Debate | Arguing a position, exploring multiple views | Structure, rebuttal, evidence, team roles |
I am using the form: Because:
Wāhanga 3 · Delivery Skills
What you say matters — but so does how you say it. Skilled speakers control verbal and non-verbal elements deliberately.
- Pace: vary speed for emphasis
- Volume: project — don't trail off
- Pause: silence signals importance
- Tone: match emotion to content
- Word choice: match register to audience
- Eye contact: connect with individuals
- Gesture: reinforce meaning
- Posture: open and grounded
- Facial expression: authentic, not fixed
- Movement: purposeful, not distracting
Two verbal techniques you will practise and what you will do specifically:
One non-verbal technique you find difficult — what will you focus on?
Wāhanga 4 · Questioning and Discussion
After a presentation, skilled listeners contribute by asking questions that extend thinking — not just check comprehension.
Check your understanding of what was said.
"Did you mean that...?"
Push thinking further.
"What happens if we consider...?"
Connect to your own view or experience.
"I agree/disagree because..."
After listening to a classmate's presentation, write one clarifying and one extending question:
Clarifying:
Extending:
After your own presentation — reflect: What did you do well? What would you do differently?
Aronga Mātauranga Māori · Te Ao Māori Lens
In te ao Māori, oral communication is at the heart of knowledge transmission, governance, and relationship-building. Whaikōrero — formal oratory on a marae — is one of the most highly developed oral traditions in the world. Speakers are trained from an early age in language, rhythm, whakapapa, and the appropriate protocols for different contexts and audiences.
The concept of mana kōrero — the prestige and authority of one's spoken word — means that what you say, how you say it, and when you say it all matter deeply. An effective speaker is not simply one who is loud or confident, but one who is thoughtful, respectful, and connected to the whakapapa of their ideas.
How does thinking about mana kōrero change how you will prepare for and deliver your presentation?
Tuhia ōu whakaaro · Write Your Thoughts
What makes a presentation memorable? Think of the best speaker you have ever heard — in person, on screen, or on audio. What did they do that made you listen?
Ngā Rauemi Tautoko · Resources already provided
- Active and Critical Listening — Years 9–10
- Literary Essay Scaffold — Years 9–10
- Unit 1 — Te Ao Māori: Ko Wai Au / Pepeha for oral tradition context
- Te Reo Māori unit — Kōrero 4: Tōku Pepeha for oral practice