You will learn
- Choose the right order for an explanation.
- Use order words and clear vocabulary.
- Speak at a good pace and volume.
- Check that listeners understand.
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
- Know your topic well.
- Say the steps in order.
- Use clear words and order words.
- Check that the listener understands.
Words to know
tell how or why in a clear way
easy to understand
a small piece of information
how fast you speak
1. Discover: How to plant a bean
Tolu explains how to plant a bean. “First, put soil in a small pot. Next, push a bean into the soil with your finger. Then, water it gently. Last, put it where it gets sunlight.” She speaks slowly and shows each step. Her partner says, “Now I can do it myself!”
Think: What made Tolu’s explanation clear?
2. Understand: Explaining clearly
Idea 1: Order matters
An explanation should have steps in the right order. Use first, next, then, last.
Idea 2: Clear words
Use exact words and a few key details. Do not use words your listener might not know. Speak at a good pace.
Idea 3: Check understanding
Ask, “Does that make sense?” Show with your hands or an object if it helps.
3. Worked examples
Example 1 (I show you): Order
Explain how to wash hands: put steps in order.
- Water first.
- Soap next.
- Rinse and dry last.
Answer: wet, soap, rub, rinse, dry
Example 2 (We do it together): Clear word
Replace “thing” with a better word: Put the thing in the soil.
- What is going in the soil?
Answer: Put the bean in the soil.
Example 3 (You try): Check
What can you ask to check understanding?
Show the steps and answer
- Think of a question.
Answer: Does that make sense?
Did you know?
Teachers, doctors and guides all spend their days explaining things clearly.
Why this matters
Clear explanations help others learn from you, and they help you understand too.
4. Explore: Explain it
Explain a simple task to a partner.
- Choose a task like tying a shoe.
- Plan the steps.
- Explain with order words.
- Ask, “Does that make sense?”
Think about it: what did you notice?
You gave a clear explanation.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- First, ___.
- Next, ___.
- Then, ___.
- Does that make ___?
Guided practice
Question 1. What order word can start?
first
Question 2. Replace “thing”: Open the thing.
Open the door/box/book.
Question 3. What do you ask at the end?
Does that make sense?
Independent practice
Level 1: Start
- To ___ is to tell how or why.
- Clear means easy to ___.
- We say steps in the right ___.
- A small piece of information is a ___.
- How fast we speak is our ___.
Level 2: Grow
- Explain how to make a sandwich in three steps.
- Use an order word to start.
- Check your listener.
Level 3: Stretch
- Why is order important?
- Why avoid hard words?
- What if you speak too fast?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Explain to a family member how to do a simple chore.
Show a sample answer
First, take the plate. Next, wash it. Last, dry it.
Another one. Explain how to play a game you know.
Show a sample answer
First, we choose players…
7. Common mistakes
Fix: Plan all steps.
Fix: Slow down.
8. Lesson summary and revision card
- I can put steps in order.
- I can use clear words.
- I can speak at a good pace.
- I can check understanding.
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
- Put steps in order.
- Use clear words.
- Speak at a good pace.
- Check understanding.
11. Next lesson
Next lesson: Participating in discussions. 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.
- What does explain mean? [1 mark]
- Name two order words. [2 marks]
- Why should you check understanding? [1 mark]
- Explain how to wash hands in order. [3 marks]
- Describe how to give a clear explanation. [3 marks]
Total: 10 marks.
Marking guide and model answers
- to tell how or why clearly [1]
- first [1]; next/then/last [1]
- to make sure the listener understood [1]
- wet [1]; soap and rub [1]; rinse and dry [1]
- use order [1]; use clear words and details [1]; check understanding [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- To ___ is to tell how or why.
- Clear means easy to ___.
- We say steps in ___.
- A small piece of information is a ___.
- First, next, then, ___.
- True or false: we speak very fast.
- True or false: we check understanding.
- Replace thing: Open the thing.
- Explain how to brush teeth.
- Ask a check question.
Homework
Explain how to do something simple to a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To ___ is to tell how or why. | explain | 1 |
| 2. Clear means easy to ___. | understand | 1 |
| 3. We say steps in ___. | order | 1 |
| 4. A small piece of information is a ___. | detail | 1 |
| 5. First, next, then, ___. | last | 1 |
| 6. True or false: we speak very fast. | false | 1 |
| 7. True or false: we check understanding. | true | 1 |
| 8. Replace thing: Open the thing. | box/door | 1 |
| 9. Explain how to brush teeth. | First paste, then brush, last rinse. | 1 |
| 10. Ask a check question. | Does that make sense? | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 explain; 2 understand; 3 order; 4 detail; 5 pace. Level 2: 1 First bread, next filling, last close it.; 2 First,; 3 Does that make sense?. Level 3: 1 it makes steps easy to follow; 2 listeners may not understand; 3 listeners cannot follow.
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 Choose the right order for an explanation | 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 Use order words and clear vocabulary | 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 Speak at a good pace and volume | 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 Check that listeners understand | 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: Skipping steps. Plan all steps.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use pictures to show each step.
- 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 practises explaining things clearly and in order. You do not need to be an expert to help.
- Ask how something works.
- Praise clear steps.
- Ask, Does that make sense?
- 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: choose the right order for an explanation; use order words and clear vocabulary; speak at a good pace and volume; check that listeners understand.
Prerequisite knowledge. Asking relevant questions.
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). Model a clear and a muddled explanation.
Explanation (10 min). Teach order, clear words and checking.
Guided activity (10 min). Practise in pairs.
Independent activity (10 min). Share explanations.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Are my steps in order? Are my words clear?
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 pictures for steps. Extension. Explain a more complex process.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Skipping steps. Plan all steps.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Use pictures to show each step. Enrichment. Explain a game with rules. 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 2 » 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 SL.2.4 (tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences) and SL.2.6; Cambridge Primary English Stage 2 (speaking and listening). These sources informed the lesson.