Two Speakers One Criterion
Compare spoken perspectives using a shared question.
Worked classroom example
Across subjects
Two students discuss club access: one emphasises meeting time, another transport. Compare their concerns about who can participate.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Choose one criterion before listening.
- Record each speaker’s view on that criterion.
- Add one detail supporting each view.
- State an agreement or difference without inventing either position.
Materials and purpose
two brief speaker viewpoints
Use a precise language move to make subject understanding visible, then check it on fresh content.
Try it in your next lesson
Prepare
Use two brief speaker viewpoints. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Compare spoken perspectives using a shared question.
Check independent transfer
Ask for a comparison after a fresh pair of viewpoints.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
What does each speaker say about the same issue?
“Which word, number or qualifier changes the meaning?”
“What can you reconstruct in your own words without replaying?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Use shorter chunks, purposeful replay and keyword notes. Retain captions, transcripts or other required access arrangements. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.