Make listening purposeful with one clear target before learners hear an explanation.
First-listen target: What change happens during evaporation? Second-listen target: Where does the change occur? Expected response: “Liquid changes to gas at the surface; it can happen below the boiling point.”
Choose a short explanation. Set a first-listen question for the main idea and a second-listen focus for a useful detail.
State the listening purpose before speaking or playing the extract. Keep the first question visible.
Listen once for the main idea without requiring detailed transcription.
Pairs compare what they understood and identify one uncertainty.
Listen again for the detail that resolves it; then explain the idea in new words.
Let learners generate their own second-listen question, then use fewer prompts with a new explanation.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose a short explanation. Set a first-listen question for the main idea and a second-listen focus for a useful detail.
State the listening purpose before speaking or playing the extract. Keep the first question visible. Listen once for the main idea without requiring detailed transcription.
Ask learners to explain why a puddle can shrink on a cool day. Check the distinction between evaporation and boiling, not just recognition of the word surface.
Let learners generate their own second-listen question, then use fewer prompts with a new explanation.
Ask learners to explain why a puddle can shrink on a cool day. Check the distinction between evaporation and boiling, not just recognition of the word surface.
Adapt these prompts to the task and your learners.
Our purpose is: Make listening purposeful with one clear target before learners hear an explanation.
On the first listen, find the change. On the second, check where it happens.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Humanities: listen first for a speaker’s position, then for one supporting reason.
Maths: listen first for the chosen method, then for why it suits the problem.
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.
Keep the strategy. Change the subject.
Before an explanation of evaporation, ask where the change occurs.
Particles escape from the liquid’s surface; evaporation can happen below the boiling point.
Ask learners to record the target meaning in their own words; replay or repeat only the relevant part.
Before a source commentary, ask for the speaker’s claim and one reason.
The speaker argues that the poster is persuasive because it addresses the audience directly.
Ask learners to record the target meaning in their own words; replay or repeat only the relevant part.
Before a reading of a short scene, ask what the character says and what remains uncertain.
The character says she will return, but we do not yet know whether she intends to keep the promise.
Ask learners to record the target meaning in their own words; replay or repeat only the relevant part.
Before a fraction explanation, ask why a common denominator is used.
A common denominator gives equally sized parts, so the numerators can be compared.
Ask learners to record the target meaning in their own words; replay or repeat only the relevant part.