You will learn
- Take turns in a discussion.
- Stay on topic.
- Build on what others say.
- Disagree politely.
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
- Take turns.
- Stay on topic.
- Build on others’ ideas.
- Disagree politely.
Words to know
a talk where people share ideas
your chance to speak
add to what someone said
kind and respectful
1. Discover: The class garden
The class talks about a garden. Ama says, “We could grow beans.” Kofi says, “I agree with Ama, and we could also grow tomatoes.” Tolu says, “I think tomatoes need more water, so maybe we should grow beans first.” Nobody talks over anyone else.
Think: How did Kofi and Tolu build on Ama’s idea?
2. Understand: Taking part in a discussion
Idea 1: Take turns
In a discussion, one person speaks at a time. Wait for your turn and listen to others.
Idea 2: Stay on topic and build on
Keep to the topic. You can build on an idea by saying, “I agree with … and I would add …”.
Idea 3: Disagree politely
You can disagree in a polite way: “I see it differently because …”. Give a reason.
3. Worked examples
Example 1 (I show you): Turn
Two people start to speak at once. What do you do?
- Think about respect.
Answer: let one go first
Example 2 (We do it together): Build on
Ama said beans. Add to her idea.
- Use I agree and I would add.
Answer: I agree and we could also grow tomatoes.
Example 3 (You try): Disagree
Say you disagree politely.
Show the steps and answer
- Give a reason.
Answer: I see it differently because tomatoes need more water.
Did you know?
Many classrooms use a talking object. Only the person holding it speaks.
Why this matters
Discussions help us learn from different ideas and solve problems together.
4. Explore: Group talk
Hold a short discussion.
- Choose a topic.
- Take turns.
- Build on an idea.
- Share what you decided.
Think about it: what did you notice?
You joined a discussion.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I agree with ___ and ___.
- I would add ___.
- I see it differently because ___.
- Can you tell me ___?
Guided practice
Question 1. What do you do while someone else speaks?
listen
Question 2. Add to: “We could grow beans.”
And tomatoes too.
Question 3. Is it polite to say “That’s silly”?
no
Independent practice
Level 1: Start
- A talk where people share ideas is a ___.
- Your chance to speak is your ___.
- To add to an idea is to ___ on it.
- We stay on ___.
- We disagree ___.
Level 2: Grow
- Say I agree and add an idea.
- Politely disagree.
- Name one rule for a discussion.
Level 3: Stretch
- Why take turns?
- Why give a reason when you disagree?
- What if the talk goes off topic?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Hold a family talk about what to do at the weekend.
Show a sample answer
I agree and I would also like to…
Another one. Discuss with a partner your favourite animal.
Show a sample answer
I like … because …
7. Common mistakes
Fix: Wait your turn.
Fix: Be polite.
8. Lesson summary and revision card
- I can take turns.
- I can stay on topic.
- I can build on others’ ideas.
- I can disagree politely.
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.
- Stay on topic.
- Build on ideas.
- Disagree politely.
11. Next lesson
Next lesson: Expressing opinions. 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 is a discussion? [1 mark]
- Name two rules for a discussion. [2 marks]
- Build on this idea: We could read more. [1 mark]
- How can you disagree politely? [2 marks]
- Explain how to take part in a discussion. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a talk where people share ideas [1]
- take turns [1]; stay on topic [1]
- a fitting addition [1]
- I see it differently [1]; give a reason [1]
- take turns [1]; stay on topic and build on ideas [1]; be polite [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
- A talk where people share ideas is a ___.
- Your chance is your ___.
- We stay on ___.
- We disagree ___.
- To add to an idea is to ___ on it.
- True or false: talk over others.
- True or false: give reasons.
- Build on: We could play outside.
- Say a polite disagreement.
- Name a discussion rule.
Homework
Have a short discussion with your family and use I agree and I would add.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A talk where people share ideas is a ___. | discussion | 1 |
| 2. Your chance is your ___. | turn | 1 |
| 3. We stay on ___. | topic | 1 |
| 4. We disagree ___. | politely | 1 |
| 5. To add to an idea is to ___ on it. | build | 1 |
| 6. True or false: talk over others. | false | 1 |
| 7. True or false: give reasons. | true | 1 |
| 8. Build on: We could play outside. | And we could play football. | 1 |
| 9. Say a polite disagreement. | I see it differently because… | 1 |
| 10. Name a discussion rule. | take turns | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 discussion; 2 turn; 3 build; 4 topic; 5 politely. Level 2: 1 I agree with Ama and I would add tomatoes.; 2 I see it differently because…; 3 take turns. Level 3: 1 so everyone can be heard; 2 it helps others understand; 3 bring it back.
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 Take turns in a discussion | 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 Stay on 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 |
| O3 Build on what others say | 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 Disagree politely | 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 others. Wait your turn.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use sentence starters.
- 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 taking part in group talks. You do not need to be an expert to help.
- Hold family talks.
- Take turns.
- Praise polite disagreement.
- 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: take turns in a discussion; stay on topic; build on what others say; disagree politely.
Prerequisite knowledge. Giving clear explanations.
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 good and poor discussion.
Explanation (10 min). Teach turns, topic, building on and polite disagreement.
Guided activity (10 min). Practise in groups.
Independent activity (10 min). Reflect.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Did you take turns? Did you stay on topic?
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. Extension. Chair a discussion.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Talking over others. Wait 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. Use sentence starters. Enrichment. Lead a discussion with reasons. 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.2.1a–c (follow rules for discussions, build on others’ talk, ask for clarification); Cambridge Primary English Stage 2 (speaking and listening). These sources informed the lesson.