Sharing ideas aloud

Overview

Today students practise communicating with a familiar audience through a short spoken “How-to” explanation. They listen for understanding, use an agreed vocabulary to clarify meaning, and present their ideas clearly.

Learning intentions

• Students will communicate with a familiar audience for a social and learning purpose by presenting a short spoken “How-to”.
• Students will listen for understanding by identifying key steps and asking questions when something is unclear.
• Students will use precise vocabulary (Tier 1 and Tier 2) to explain steps in order.
• Students will plan, monitor and revise what they say using a simple speaking structure (first, next, then, finally).

Success criteria

• I can speak clearly and in order using first/next/then/finally.
• I can use at least 3 target words to explain my steps.
• I can listen and ask a helpful question (or give a feedback “glow and grow”) when I don’t understand.
• I can adjust my presentation after feedback to make it clearer.

Curriculum links

• EN2-OLC-01: interacting, listening for understanding, and presenting to familiar audiences for social and learning purposes.
• EN2-VOCAB-01: building and using vocabulary by defining and analysing words used in speaking.
• EN2-RECOM-01: monitoring comprehension by checking understanding during listening and follow-up questions.
• EN2-CWT-01: planning and revising a short text using sentence-level language that suits the target audience (spoken form today).

Lesson structure (40 minutes)

1. 0–5 min · Hook and purpose. Teacher shows a simple object (e.g., a pencil sharpener or a paperclip) and asks, “How would you teach a partner to use this?” Students turn-and-talk: one step they would include.

2. 5–12 min · Direct teaching: speaking structure and listening moves. Teacher models a 20–30 second “How-to” using: first/next/then/finally and a clear target word. Students watch and identify where the “first” and “finally” parts occur. Teacher explicitly teaches two listening moves: “I noticed…” and “Can you explain…?” and reminds students that questions help the listener understand.

3. 12–18 min · Vocabulary spotlight (Tier 2 words). Teacher displays 5 target words on the board for today’s topic (choose a set that fits your object/class routine), for example: “carefully”, “step-by-step”, “before”, “because”, “tip”. Teacher and students define 2–3 words together using kid-friendly meanings and examples. Students practise orally: each student says a sentence using one target word (with a quick partner check).

4. 18–26 min · Plan: turn ideas into a short talk. Students choose ONE familiar “How-to” they can explain to a partner (examples: “How to join a discussion respectfully”, “How to sharpen a pencil safely”, “How to do a simple classroom task”, “How to fold a paper into a bookmark”). Teacher provides a planning card with four boxes: First / Next / Then / Finally. Students write 1–2 words per box (not full sentences yet) and circle the 3 target words they will use in their talk.

5. 26–34 min · Present in pairs: speak, listen, question. Students practise in pairs. Speaker uses the structure first/next/then/finally, aims for 45–60 seconds, and includes at least 3 target words. Listener uses the class listening moves: asks one question using “Can you explain…” if something is unclear, and gives one quick feedback point using “I understood when you said…” Teacher circulates with a checklist: clear order, target words used, and question asked.

6. 34–39 min · Quick whole-class share and revision. Two or three pairs share their “How-to” to the class. After each share, teacher prompts the class: “What step was clearest?” and “Which word helped you understand?” Students then do a 30-second revision: they quietly improve one part (add a clearer word or reorder a step).

7. 39–40 min · Exit ticket (1 minute). Students complete an oral or written micro-check: “One thing I did well as a listener/speaker was…” and “One target word I will try next time is…”

Resources

• Object to demonstrate (or picture of a task)
• Speaking planning card (First/Next/Then/Finally boxes)
• Target word word-cards or board display
• Feedback checklist for teacher (order, target words, listening question)
• Student pencils and scrap paper
• Timer (for pair practice)

Assessment

• Formative observation during pair presentations: order, clarity, use of target vocabulary, and listening questions.
• Checklist evidence from one or two pairs per group: target words used and comprehension questions.
• Exit ticket to confirm which target word and listening/speaking strategy students will apply next.

Differentiation

• Support: provide sentence starters for students who need them (e.g., “First, we… Next, … Finally, …” and “I didn’t understand when you said…”). Offer a word bank matched to each student’s plan.
• Support for EAL/learning needs: allow students to practise a shortened version (three steps only) before adding the fourth step; accept definitions in simple terms.
• Extension for advanced learners: require adding a “because” reason for one step (e.g., “Carefully, because…”), and include a brief tip that helps the listener avoid an error. Students can also record a “glow and grow” for another pair using target vocabulary.
• Manage pacing: for faster groups, invite them to rehearse once more after feedback to meet the success criteria of clarity and vocabulary use.