Question 11 Extending a heard discussion · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Ruby said, 'I like the idea of a class puzzle table, but unfinished puzzles could take up all our spare space.' Isaac replied, 'We could put a board underneath the puzzle and move it onto a shelf when the table is needed.' Ruby answered, 'That could work if the board fits safely on the shelf.' The class agreed to measure the shelf before deciding.
Listen to the class debate extract. Summarise the concern and the suggested response. Then make one additional suggestion that follows from the discussion.
Adult: open the review criteria after listening
Adult review criteria The concern and response are accurately distinguished. The learner recognises the condition about shelf size. Adult checks the extra suggestion links to the discussion. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 12 Responding to a poem heard aloud · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
The kettle clicks, the windows gleam,
The kitchen curls with cloudy steam.
Rain taps the roof, then taps once more,
While warm light pools across the floor.
Listen to the adult read the poem twice. Describe one image you pictured and one sound pattern you noticed. Explain how either feature affects the mood, then invite the adult's response.
Adult: open the review criteria after listening
Adult review criteria Adult hears an image and an actual sound pattern from the poem. The mood explanation is supported by the words. The learner invites and acknowledges a partner's interpretation. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 13 Listening to conditional directions · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
When you arrive at the art display, check whether the green sign is on the table. If the sign is there, leave your model beside it and wait for the teacher. If the sign is missing, keep the model with you and go to the classroom door. Do not place models on the floor because people need a clear path through the room.
Listen to the instructions. Explain what you should do in each of the two possible situations. Ask one question before you begin the imaginary task.
Adult: open the review criteria after listening
Adult review criteria Both conditions are paired with the correct actions. Adult checks the learner remembers not to block the floor. The learner asks a relevant unresolved question. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 14 Listening to an interview · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Interviewer: 'What do you enjoy about helping in the school garden?' Volunteer: 'I enjoy seeing students notice new growth. Last week, someone spotted the first flower before I did.' Interviewer: 'What is difficult?' Volunteer: 'Remembering that each group needs time to learn the tools. It is quicker to do a job myself, but more useful to show students how and let them practise.'
Listen to the short interview. Tell the adult what the volunteer enjoys and what is challenging. Suggest one follow-up interview question that builds on an answer you heard.
Adult: open the review criteria after listening
Adult review criteria Enjoyment and challenge are both reported accurately. The new question connects to a specific interview answer. Adult checks the question invites further information. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 15 Distinguishing a heard fact from an assumption · extension
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
When Finn reached the drawing table, his blue pencil was gone. He saw Lara holding a blue pencil and thought she had taken his. Before speaking, he noticed that Lara's pencil had a silver stripe, while his had a yellow end. He looked beneath his paper and found his own pencil there. He was glad he had paused before making an accusation.
Listen to the story. Tell the adult what happened and what the character assumed. Explain why those are different, and suggest a fair question the character could ask.
Adult: open the review criteria after listening
Adult review criteria The learner distinguishes an observed fact from Finn's assumption. Evidence about the pencil markings is included. Adult hears a fair information-seeking question. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 16 Adapting heard information for a younger listener · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Our book exchange shelf is for complete books that owners have permission to give away. Bringing a book does not mean you must choose another one immediately. You can wait until something interests you. Before taking a book, show the teacher so the class can record the change. Books that need repair should go to the separate repair tray instead of the exchange shelf.
Listen to the adult's explanation. Give a short spoken summary for a younger child. Keep the important rules and use friendly, simple language.
Adult: open the review criteria after listening
Adult review criteria Permission, choice, teacher check and repair tray are all retained. The learner uses clear, friendly phrasing. Adult checks the actual spoken summary is understandable without seeing the script. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 17 Joining a discussion of a story · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
The story ends when a child gives a lost model back to its owner instead of keeping it for a competition. Aiden says, 'I liked the ending because the child was honest even though it meant losing a chance to win.' Mei says, 'I agree the choice was fair, but I wanted to know whether the owner thanked the child. The ending felt a little sudden to me.'
Listen to two students discussing a story ending. Explain how their responses differ. Then give your own response, acknowledging one idea you heard and linking it to the ending.
Adult: open the review criteria after listening
Adult review criteria Both viewpoints are represented fairly. The learner explicitly acknowledges one heard idea. Adult checks the learner's contribution links to the described ending. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 18 Listening for changes and unresolved decisions · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Our class podcast will now be recorded on Tuesday instead of Monday because the quiet room is unavailable on Monday. The topic is still favourite local places, and each pair will still prepare a one-minute segment. We have not yet chosen the order of speakers. Bring your draft notes on Monday so we can practise and decide the order together.
Listen to the update. Tell the adult what has changed, what stays the same and what still needs a decision. Ask a question about the undecided part.
Adult: open the review criteria after listening
Adult review criteria The new recording day and reason are correct. The learner identifies at least two unchanged details. Adult hears a question about the open decision, not a settled detail. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 19 Summarising and questioning an explanation · extension
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
When our class tested paper aeroplanes, we changed only the wing shape between the first and second design. We used the same paper and launched them from the same marked line. We repeated each test three times because a single throw might be unusually strong or weak. These choices helped us compare the designs more fairly, although different people throwing could still affect the result.
Listen to the adult's short talk. Give a two-sentence summary and one question that would help the speaker explain the topic more fully.
Adult: open the review criteria after listening
Adult review criteria The summary identifies the changed feature and one controlled feature. The learner explains the purpose of repeating tests. Adult checks the question builds on the remaining limitation. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 20 Discussing a title after listening · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Every lunchtime, Leila walked past the empty planter outside the classroom. One day she asked whether the class could use it. The teacher agreed, and students brought suitable seedlings with permission from home. Some watered, some made labels and others checked the soil. A month later, the planter was full of leaves. Leila said it no longer felt like her idea alone; it belonged to everyone who had helped.
Listen to the story, then discuss a possible title with the adult. Suggest a title, explain it using two story details, listen to the adult's alternative and respond to it respectfully.
Adult: open the review criteria after listening
Adult review criteria The title is supported by two relevant details. The learner listens to a genuinely supplied alternative. Adult checks the response compares ideas respectfully rather than repeating a memorised line. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
