| Body | This activity was designed for learners of all proficiency levels; though, it is particularly beneficial for language learners who are just beginning their studies. In this activity, learners will practice the listening strategy of focusing on what they know and understand to draw conclusions about what they hear.
Learning Outcomes:
Learners will be able to:
- Practice focusing on what they understand to draw conclusions
- Write a story impression related to an audio text
- Compare and contrast understanding with other learners
Mode(s): Interpretive, Presentational
Materials: Pay attention to what you know video
Procedure:
- Introduce learners to the listening strategy of focusing on what they know and understand to draw conclusions about what they hear by showing them this video.
- Provide learners with a listening text that aligns with curricular needs. For example, if you are studying friends and family, you may provide an interview in which a famous person discusses their family. As learners listen, ask that they try to jot down every word and phrase they understand from the listening passage and to keep the words and phrases they hear in order.
- Learners will use their list of words and phrases to write a story impression. In this story impression, they must do their best to write an approximation of what they heard by using the words collected in Step 2 in order.
- In small groups, learners will share their story impressions. As they share them, learners will document what commonalities they have as well as where their ideas seem to diverge.
- As a class, listen to the text from Step 2 again.
- Ask each group to select which story impression was the most accurate.
- One member from the group will present the story impression to the class. Clarify any misunderstandings as the story impressions are presented.
Notes:
- Given the speed at which words are spoken, this activity can become overwhelming if the audio text is longer than 1-2 minutes.
- Step 2 is easily scaffolded by slowing the playback speed of the audio or providing multiple opportunities to listen.
- For learners who have never practiced this strategy or written a story impression, educators may find it helpful to do the entire activity as a class. If this approach is chosen, Steps 4 and 7 are no longer necessary. Step 6 should involve evaluating the accuracy of the collaborative story impression.
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