You will learn
- Focus on the speaker.
- Note key points.
- Ask clarifying questions.
- Show listening through body language.
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
- Face the speaker.
- Listen for key points.
- Note questions.
- Respond respectfully.
Words to know
listening with full attention and understanding
to make something clearer
to restate in your own words
the messages your body sends
1. Discover: The visiting nurse
A nurse visits the school to talk about hand-washing. Zainab faces her, nods, and jots: 20 seconds, soap, between fingers, dry with clean cloth. When the nurse finishes, Zainab asks, “Do you mean twenty seconds of scrubbing, or twenty seconds in total?” The nurse smiles and clarifies. Zainab then paraphrases: “So we scrub for twenty seconds, including between the fingers.”
Think: How did Zainab show she was listening?
2. Understand: Listening that works
Idea 1: Attend
Active listening means full attention: face the speaker, put distractions away and use positive body language such as nodding.
Idea 2: Note and question
Note key points. If something is unclear, ask a question to clarify.
Idea 3: Paraphrase
Paraphrase to check you understood: So you mean…
3. Worked examples
Example 1 (I show you): Body
How did Zainab show attention?
- Her body.
Answer: she faced the nurse and nodded
Example 2 (We do it together): Clarify
What did she ask?
- Question.
Answer: whether twenty seconds was scrubbing or in total
Example 3 (You try): Paraphrase
How did she check?
Show the steps and answer
- Restate.
Answer: she restated the instruction in her own words
Did you know?
People remember far more of what they hear when they take brief notes and restate it.
Why this matters
Active listening helps you learn, avoid mistakes and respect others.
4. Explore: Listen and tell
Practise active listening.
- Ask a family member to speak for one minute.
- Listen without interrupting.
- Jot key points.
- Paraphrase aloud.
Think about it: what did you notice?
You can listen actively.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- So you are saying ___.
- Could you clarify ___?
- The key point was ___.
- I understood ___.
Guided practice
Question 1. Listening with full attention is ___ listening.
active
Question 2. To make something clearer is to ___.
clarify
Question 3. To restate in your own words is to ___.
paraphrase
Independent practice
Level 1: Start
- Listening with full attention is ___ listening.
- To make something clearer is to ___.
- To restate in your own words is to ___.
- The messages your body sends are body ___.
- The nurse spoke about hand-___.
Level 2: Grow
- How long should you scrub?
- What did Zainab do first?
- What did she ask?
Level 3: Stretch
- Should you interrupt?
- Can you ask to clarify?
- Does nodding show listening?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Listen to someone speak for one minute and paraphrase what they said.
Show a sample answer
a paraphrase
Another one. Listen to a family member for one minute and paraphrase what they said.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can focus on the speaker.
- I can note key points.
- I can ask clarifying questions.
- I can show listening through body language.
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
- Face the speaker.
- Listen for key points.
- Note questions.
- Respond respectfully.
11. Next lesson
Next lesson: Summarising 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 is active listening? [1 mark]
- Name two body language signals of listening. [2 marks]
- What does clarify mean? Give a clarifying question. [2 marks]
- What does paraphrase mean? [1 mark]
- Explain how to listen actively. [3 marks]
Total: 9 marks.
Marking guide and model answers
- listening with full attention and understanding [1]
- facing the speaker [1]; nodding [1]
- to make clearer [1]; a suitable question [1]
- to restate in your own words [1]
- focus on the speaker [1]; note key points and ask to clarify [1]; paraphrase to check understanding [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
- Listening with full attention is ___ listening.
- To make something clearer is to ___.
- To restate in your own words is to ___.
- The messages your body sends are body ___.
- The nurse spoke about hand-___.
- How long should you scrub?
- What did Zainab do first?
- What did she ask?
- Should you interrupt?
- Can you ask to clarify?
Homework
Listen to a family member for one minute and paraphrase what they said.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Listening with full attention is ___ listening. | active | 1 |
| 2. To make something clearer is to ___. | clarify | 1 |
| 3. To restate in your own words is to ___. | paraphrase | 1 |
| 4. The messages your body sends are body ___. | language | 1 |
| 5. The nurse spoke about hand-___. | washing | 1 |
| 6. How long should you scrub? | twenty seconds | 1 |
| 7. What did Zainab do first? | faced the speaker | 1 |
| 8. What did she ask? | a clarifying question | 1 |
| 9. Should you interrupt? | no | 1 |
| 10. Can you ask to clarify? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 active; 2 clarify; 3 paraphrase; 4 language; 5 washing. Level 2: 1 twenty seconds; 2 faced the speaker; 3 a clarifying question. Level 3: 1 no; 2 yes; 3 yes.
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 Focus on the speaker | 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 Note key points | 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 Ask clarifying questions | 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 Show listening through body language | 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: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- 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 a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- 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: focus on the speaker; note key points; ask clarifying questions; show listening through body language.
Prerequisite knowledge. Grade 4 listening and speaking.
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). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
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 the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
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. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. 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 5 » 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.5.1 and SL.5.2 (summarize a written text read aloud or information presented in diverse media); Cambridge Primary English Stage 5 (listening). These sources informed the lesson.