You will learn
- Wait for their turn to speak.
- Listen when others speak.
- Add something that fits the topic.
- Use polite words such as please and thank you.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A conversation is two or more people talking and listening.
- One person speaks at a time.
- Stay on the topic.
- Use polite words.
Words to know
people talking and listening to each other
your time to speak
what we are talking about
kind and respectful
1. Discover: Everyone talks at once
Four children talk at the same time about the school fair. No one can hear anyone. Then Ama says, “Let us take turns.” Kofi speaks. Then Fatu speaks. Now everyone can hear and understand.
Think: Why did taking turns help?
2. Understand: How a conversation works
Idea 1: Talk, then listen
In a conversation, one person talks and the others listen. Then the next person has a turn.
Idea 2: Stay on the topic
The topic is what we are talking about. Say things that fit the topic.
Idea 3: Polite words
Use please, thank you and excuse me. Say, “May I speak?” or “I agree with ___ because ___.”
3. Worked examples
Example 1 (I show you): Wait your turn
Ayo wants to speak, but Fatu is still talking.
- Do not interrupt.
- Wait quietly.
- Raise a hand or wait for a gap.
Answer: Ayo waits until Fatu finishes.
Example 2 (We do it together): Stay on topic
The topic is school lunch. Which idea fits: “I like rice” or “My dog is brown”?
- What is the topic?
- Does the idea fit?
Answer: I like rice.
Example 3 (You try): Add to a friend
Fatu says she likes mangoes. How can you join in?
Show the steps and answer
- Listen first.
- Say something about mangoes.
Answer: I like mangoes too, because they are sweet.
Did you know?
In many classrooms children use a talking object, such as a stick, so only the holder speaks.
Why this matters
Taking turns shows respect, and everyone feels heard.
4. Explore: Talking stick
Use a talking object to take turns.
- Sit in a circle.
- Pass a stick or ball.
- Only the person holding it speaks.
- Pass it on after one sentence.
Think about it: what did you notice?
Everyone could speak and everyone could hear.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- It is my turn to ___.
- I agree with ___ because ___.
- May I speak?
- Thank you for listening.
Guided practice
Question 1. What do we do while someone speaks?
We listen and wait.
Question 2. What is a topic?
What we are talking about.
Question 3. Name a polite word.
Please, thank you or excuse me.
Independent practice
Level 1: Start
- How many people speak at one time?
- What do you do while someone speaks?
- Name a polite word.
- What is the topic if we talk about food?
- What do you say to join in politely?
Level 2: Grow
- The topic is animals. Give a sentence that fits.
- Ayo shouts while Fatu speaks. What should he do?
- Say thank you for listening.
Level 3: Stretch
- Say a sentence that joins a friend’s idea about football.
- Why does taking turns help?
- Tom talks about cars when the topic is food. What is wrong?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
At the dinner table everyone wants to tell about their day. How can you make sure everyone speaks?
Show a sample answer
We take turns. One person speaks and the others listen. Then we say thank you.
Another one. Tell a friend how to join a conversation politely.
Show a sample answer
Wait for a gap, then say, “May I speak?” and say something that fits.
7. Common mistakes
Fix: Wait for your turn.
Fix: Say something about the same topic.
8. Lesson summary and revision card
- I can wait for my turn.
- I can listen when others talk.
- I can stay on the topic.
- I can use polite words.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Take turns: one speaker at a time.
- Listen when others speak.
- Stay on the topic.
- Use polite words.
11. Next lesson
Next lesson: Recognising environmental sounds. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- How many people should speak at one time? [1 mark]
- Name two polite words. [2 marks]
- What is a topic? [1 mark]
- Write a sentence that fits the topic “food”. [2 marks]
- Ayo talks while Fatu is speaking. Say what he should do and why. [3 marks]
Total: 9 marks.
Marking guide and model answers
- one [1]
- any two: please, thank you, excuse me [1] [1]
- what we are talking about [1]
- about food [1]; whole sentence [1]
- wait [1]; listen to Fatu [1]; so everyone can hear [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- One person speaks at a ___.
- While someone speaks, I ___.
- A polite word is ___.
- The topic is what we are ___ about.
- True or false: it is fine to shout over a friend.
- Give a sentence about the topic “animals”.
- Say thank you to a friend.
- What is the talking stick used for?
- Tell a friend something that fits their topic.
- Write one rule for taking turns.
Homework
Have a short conversation with a family member about your day. Take turns and use polite words.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. One person speaks at a ___. | time | 1 |
| 2. While someone speaks, I ___. | listen | 1 |
| 3. A polite word is ___. | please | 1 |
| 4. The topic is what we are ___ about. | talking | 1 |
| 5. True or false: it is fine to shout over a friend. | false | 1 |
| 6. Give a sentence about the topic “animals”. | for example: I like goats. | 1 |
| 7. Say thank you to a friend. | Thank you. | 1 |
| 8. What is the talking stick used for? | to show whose turn it is | 1 |
| 9. Tell a friend something that fits their topic. | any sentence on topic | 1 |
| 10. Write one rule for taking turns. | for example: Wait for your turn | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 one; 2 listen; 3 please, thank you or excuse me; 4 food; 5 May I speak?. Level 2: 1 for example: I like goats.; 2 wait for his turn; 3 Thank you for listening.. Level 3: 1 I like football too, because it is fun.; 2 everyone can hear and understand; 3 his idea does not fit the topic.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Wait for their turn to speak | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Listen when others speak | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Add something that fits the topic | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use polite words such as please and thank you | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Talking over a friend. Wait for your turn.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Practise in pairs with a talking object and one topic at a time.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to take turns in conversations and use polite words. You do not need to be an expert to help.
- Have family conversations where each person gets a turn.
- Gently remind your child to wait.
- Praise good listening and polite words.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: wait for their turn to speak; listen when others speak; add something that fits the topic; use polite words such as please and thank you.
Prerequisite knowledge. Listening attentively; speaking clearly.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Role-play a noisy group then a group that takes turns.
Explanation (10 min). Teach turns, topic and polite words.
Guided activity (10 min). Run the talking stick circle.
Independent activity (10 min). Learners complete the practice and share one rule.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Whose turn is it? What is the topic? Which polite words can we use?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use a talking object and short topics. Extension. Lead a small group conversation and keep it on topic.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Talking over a friend. Wait for your turn.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Practise in pairs with a talking object and one topic at a time. Enrichment. Lead a small group conversation about a favourite story. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core Grade 1 Speaking and Listening standards (SL.1.1: take part in collaborative conversations, follow agreed rules, build on others’ talk); Cambridge Primary English Stage 1 (speaking and listening). These sources informed the lesson.