English · Year 2

Active learning ideas

Retelling with Expression

Active learning works for retelling with expression because students must immediately apply voice and body techniques to feel their impact. Performance-based activities create muscle memory for pitch, pace, and gesture, making abstract concepts concrete. Students see how small changes in delivery shift an audience’s response in real time.

• ACARA Content Descriptions
• AC9E2LY07
• AC9E2LT03

• 20–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 20 min · Whole Class

Simulation Game: The Emotion Remote Control

A student begins retelling a familiar story. The teacher or a peer 'clicks' a remote to change the 'mood' (e.g., 'scary', 'excited', 'sleepy'). The student must immediately adjust their voice and face to match the new mood.

What can you do with your voice to make a story exciting to listen to?

Facilitation Tip

During The Emotion Remote Control, stand behind each student as they practice to model facial expressions from their blind spot.

What to look for

Ask students to whisper a sentence about a happy character, then say the same sentence in a loud, excited voice. Observe if they can demonstrate a change in volume and tone to match the emotion.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Peer Teaching
• 20 min · Pairs

Peer Teaching: Character Voice Swap

In pairs, students choose two characters from a story with very different personalities (e.g., a giant and a mouse). They practice retelling a short scene, focusing on making the two voices sound as different as possible, then perform for another pair.

How does using a different voice for each character make a story more fun?

Facilitation Tip

For Character Voice Swap, assign roles only after students have had 2 minutes to plan how the original voice differs from their own.

What to look for

Students retell a short section of a story to a partner, focusing on one character. The listener uses a simple checklist: 'Did your partner change their voice for the character?' 'Did their face show the character's feeling?'

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 30 min · Small Groups

Stations Rotation: Expression Skills

Set up stations for 'The Volume Dial', 'The Face Mirror', and 'The Gesture Box'. Students rotate through, practicing a single line from a story using different levels of expression at each station.

Can you retell part of a story and use your voice to show how a character is feeling?

Facilitation Tip

At Expression Skills stations, place a small mirror at each spot so students can see their own face while practicing volume and gesture.

What to look for

Students draw a simple face showing one emotion (e.g., scared, happy). Below the drawing, they write one sentence describing how they would use their voice (pitch, pace, volume) to show that emotion when retelling a story.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach expression as a craft, not just emotion. Model how a slow, low-pitched voice can build suspense, or how a sudden high pitch can signal surprise. Avoid talking about expression in isolation; connect every technique to a story purpose. Research shows that explicit teacher modeling of facial cues improves audience comprehension by up to 40 percent.

Successful learning looks like students adjusting volume, pitch, and tempo to match story moments without being reminded. They use deliberate facial expressions and gestures that serve the narrative, not just decoration. Partners can describe the character’s feelings and traits after hearing the retelling.

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Watch Out for These Misconceptions

• During The Emotion Remote Control, watch for students who equate expression only with loud volume.

  Use the Volume Scale graphic at this station. Ask students to whisper the secret part of the story and shout the celebration part, labeling each on their scale before they perform.

• During Peer Teaching: Character Voice Swap, children may move constantly believing it adds expression.

  Give each student a ‘Stillness and Spark’ card showing a silhouette with tiny arrows for face and hands only. They must stay within the silhouette outline while performing.

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Methods used in this brief

• Simulation Game
• Peer Teaching
• Stations Rotation