Listen for the Question

Worked classroom example

Science

Worked example

For Listen for the Question, use a short oral explanation about particle models in Science. Ask learners to identify the question or command verb and say what response it asks the listener to produce. They compare notes after the second listen, replay only the section that resolves uncertainty and finish with an individual response supported by a spoken clue.

Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.

Teaching sequence

1. Set a listening question and model how to note a speaker’s claim separately from your own response.
2. Partner A explains an idea for a fixed time. Partner B listens, paraphrases the point and asks a follow-up before roles switch.
3. Ask each listener to report their partner’s idea accurately and name one detail that supports it.

Try it in your next lesson

Prepare

Use a classroom discussion. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Play or read a classroom discussion twice. On the first listen learners identify the topic; on the second they note one detail and one question.

Check independent transfer

Ask each listener to report their partner’s idea accurately and name one detail that supports it.

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

Which words or detail did you hear that helped you decide?

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.