Conducting an Interview

Lesson Overview

A 30-minute interactive English lesson designed for Year 2 students focused on developing speaking and listening skills through a fun, collaborative storytelling activity. The lesson encourages oracy development, confidence in speaking and listening, and attentive participation through group discussion and creative contribution. Activities align with the National Curriculum for England’s English Programme of Study for Year 2, specifically relating to speaking and listening objectives.

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Learning Objectives (WALT)

WALT: We are learning to listen carefully and contribute ideas clearly when creating a group story.

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Success Criteria

• I can listen carefully to others when they speak.
• I can add my own ideas clearly to the story.
• I can speak loudly enough so others can hear me.
• I can wait my turn to speak and respect others’ ideas.

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National Curriculum References

Years 1 and 2 English – Spoken language:

• Participate in discussions, presentations, performances, role play, improvisations and debates.
• Listen and respond appropriately to adults and their peers.
• Ask relevant questions to extend their understanding and knowledge.
• Articulate and justify answers, arguments and opinions.

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Resources Needed

• A simple story prompt image or picture (e.g., a magical forest, a mysterious box) displayed on the board or printed large enough for the class to see.
• No paper, pencils, or technology needed.

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Lesson Structure

1. Introduction & WALT (5 minutes)

• Teacher introduces the WALT in child-friendly language:
  "Today we are learning how to listen carefully and share our ideas clearly to make a story together."
• Show the story prompt image and explain: "We are going to create a story as a class using this picture to help us."
• Refer to success criteria so pupils know what to aim for.
• Model adding one sentence to the story clearly and loudly, demonstrating turn-taking and listening.

2. Group Storytelling Activity (15 minutes)

• Teacher starts the story with a simple sentence related to the prompt image.
• Pupils take turns to add one sentence each to the story, speaking clearly and loudly enough for the class to hear.
• Teacher models good listening behaviours: eye contact, nodding, and waiting patiently.
• Use visual cues or sentence stems on the board to support pupils who need help forming sentences (e.g., "Next, the...," "Then, they...," "Suddenly, a...").
• Encourage pupils to build on previous ideas and be creative.
• Teacher offers praise and gentle reminders about turn-taking and clarity.

3. Group Reflection (5 minutes)

• Ask the class how it felt to listen and add to the story.
• Invite a few pupils to share their favourite part or what they enjoyed about working together.
• Recap WALT and success criteria, asking pupils to think about how well they listened and spoke during the activity.

4. Plenary and Next Steps (5 minutes)

• Praise effort and focus on oracy progress.
• Link this skill to other learning: "Next time, we will practise telling our own stories in small groups."

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Differentiation Strategies

• Support:

  • Provide sentence stems and visual prompts on the board during storytelling.
  • Use simple, clear language and repeat prompts if needed.
  • Allow extra thinking time before speaking.
  • Adult or peer support for EAL or SEND pupils during the activity.

• Challenge:

  • Encourage some pupils to add descriptive details or emotions to their sentences.
  • Invite confident pupils to help summarise the story so far or suggest alternative ideas.

• Groupings:

  • Teacher manages turn-taking to balance confidence and support needs, ensuring all have a chance to participate.

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Assessment Opportunities

• Teacher observation of pupil listening skills and clarity of contributions during the storytelling.
• Listen for use of full sentences, volume, and turn-taking.
• Informal assessment of pupils’ confidence in speaking and listening.
• Use self-assessment (thumbs up/down) for pupils to reflect on their listening and speaking skills.

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Oracy Focus

• Listening carefully to others’ ideas.
• Speaking clearly and loudly enough to be heard.
• Using full sentences to contribute.
• Waiting patiently for your turn to speak.
• Making eye contact and showing polite listening behaviours.

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This lesson builds foundational communication skills, supporting the National Curriculum’s emphasis on spoken language fluency in KS1, while being engaging and accessible for all learners using minimal resources.