Listen for the Speaker’s Purpose

Worked classroom example

English

Worked example

A direct question and repeated invitation suggest the speaker wants listeners to take part, not merely learn about the project.

Teaching sequence

1. Prepare a short talk inviting students to join a school project. Introduce listen for the speaker’s purpose with one clear success criterion: identify the speaker’s intended audience and purpose, then support the judgement with a choice of language or evidence.
2. Model one short example from a short persuasive talk. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of English content. Use the prompt “Which language choice reveals what the speaker wants listeners to do?” to check whether their language matches their evidence.
4. Collect one independent response. Ask learners to point to a spoken phrase rather than guess from the topic alone. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Identify the speaker’s intended audience and purpose, then support the judgement with a choice of language or evidence.

Independent check

Ask learners to point to a spoken phrase rather than guess from the topic alone.

Scaffold built into this activity: Less scaffold

Preview audience and purpose with a simple two-choice card; replay one key phrase.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Preview audience and purpose with a simple two-choice card; replay one key phrase.

Greater independence

Compare two talks on the same topic aimed at different audiences.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.