Asking Great Questions

Learning Outcome

By the end of the lesson, students will confidently interview a partner, asking and answering simple questions using complete sentences, demonstrating understanding of question words and engaging in a short spoken conversation.

WALT

We Are Learning To ask and answer questions clearly when interviewing a partner.

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National Curriculum Links

• Spoken Language (Year 2):
  • Listen and respond appropriately to adults and peers
  • Ask relevant questions to extend their understanding and knowledge
  • Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas
• English - Reading - Comprehension (Year 2):
  • Ask and answer questions about texts
• English - Writing (Year 2):
  • Develop positive attitudes towards and stamina for writing by discussing and rehearsing ideas orally

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Resources Needed

• None (optional: A simple set of question prompts on cards for scaffolding)
• Chairs arranged in pairs or small groups

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Lesson Structure

1. Introduction (5 minutes)

• WALT introduction: Explain to the class: "Today we are learning how to ask and answer questions like real interviewers! We will practice speaking clearly and listening carefully to our partner."
• Recap question words using a quick chant or flashcard signals: Who, What, Where, When, Why, How.
• Model asking a question and answer with a confident tone (e.g., "What is your favourite animal?" "My favourite animal is a dog.")

Success Criteria:

• I can use a question word to ask a question.
• I can speak clearly using a full sentence to answer.
• I listen carefully to my partner.

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2. Main Activity - Paired Interviews (20 minutes)

Activity:

• Children work in pairs sitting facing each other.
• Each child takes 5 minutes to ask their partner at least three questions about simple, familiar topics (e.g., favourite food, hobbies, pets, or weekend activities).
• Encourage children to use full sentences when answering, e.g., "I like pizza because it tastes nice."
• Circulate to support, model, and challenge where appropriate.
• Optional: Provide a small question card with prompts for learners who need extra help.

Differentiation:

• Support: Provide question sentence starters and visual cues. Pair with a confident speaking buddy.
• Challenge: Encourage more complex questions using ‘why’ or ‘how’ and longer answers. Ask them to add information or explain their answers.
• EAL Learners: Provide sentence frames and focus on simple vocabulary. Allow first language support if needed.
• SEN: Allow alternative communication such as drawing or pointing to communicate answers or use simplified questions.

Success Criteria:

• I can ask at least three questions using question words.
• I can answer in full sentences, speaking clearly.
• I show respect by listening quietly when my partner is speaking.

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3. Plenary - Sharing and Reflecting (5 minutes)

• Invite 4-5 students to share an interesting answer from their partner with the class, modelling respectful listening and clear speech.
• Ask children to reflect: "What was easy or tricky about asking questions today?"
• Reinforce confidence in speaking and listening skills.

Success Criteria for Plenary:

• I can speak clearly to the class using full sentences.
• I listen carefully to my classmates.
• I show that I respect everyone’s ideas by clapping or smiling.

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Assessment

• Formative assessment throughout: teacher listens, observes turn-taking, sentence structure, and engagement.
• Use a simple checklist for each child noting: uses question words, answers in full sentences, listens attentively, participates actively.
• Adapt future speaking activities based on observed needs.

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Notes for Teachers

• Minimal resources keep focus on speaking and listening skills.
• The interview format promotes real-life oracy skills, supporting curriculum goals in a fun, social way.
• Can be adapted to other curriculum topics or themes to link English with broader learning.
• Encouraging talk helps build confidence and prepares children for writing longer answers confidently.

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This lesson creatively promotes oracy following the Year 2 National Curriculum’s Spoken Language objectives, building not only confidence but critical communication skills in a manageable 30-minute time frame.