Listen for the Evidence Choice
Identify which source or observation a speaker uses to support a conclusion.
Worked classroom example
Science
Note the observation behind a conclusion and decide whether it is relevant.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Set up teacher think-aloud or student presentation; name the subject question and show a short model of the task.
- Learners identify which source or observation a speaker uses to support a conclusion. Give quiet thinking time before pairs or groups compare what they noticed.
- Ask each learner to share or record one independent response. Use the example from Science to check the idea, then fade one prompt on the next attempt.
Materials and purpose
teacher think-aloud or student presentation
This gives listening a clear purpose and helps learners organise what they hear. A brief check, replay or response can build accuracy without asking them to process everything at once.
Try it in your next lesson
Prepare
Use teacher think-aloud or student presentation. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Identify which source or observation a speaker uses to support a conclusion.
Check independent transfer
Ask each learner to share or record one independent response. Use the example from Science to check the idea, then fade one prompt on the next attempt.
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 would you ask next to make the meaning clearer?
“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.