Prediction is a process students go through before listening to or reading a text. The purpose of this activity is to give students a reason to listen or read (‘Are my predictions right or wrong?’) and to give them a way to demonstrate their understanding of a conversation or text.
The teacher hands out prediction cards to students. The cards have images or names of people, places, or things in the unit or a series of lessons and a place to indicate likes/dislikes for each image.
Before listening, students predict if their teacher likes or dislikes the person, place, or thing the image illustrates by placing a check in the appropriate box or column.
Students listen as the teacher gives an opinion about each image, noting how many times they predict correctly.
Steps 1-3 can be repeated with other TL speakers giving opinions about each item.
The information on the prediction card should align with the can-do, target language chunk, and key vocabulary of the lesson or series of lessons.
Variation 1 Interpretive: Teachers can supplement the prediction card and the listening script by adding why. After listening once to note the correct prediction of the teacher’s opinions, students can listen a second time and note, by drawing or sketching, why the teacher has that opinion.
Variation 2 Interpersonal: Working in pairs, students complete a prediction card by noting their own opinions and then predicting the opinion of their partner. Using question stems ('Do you like pandas?') and Yes/No responses, they can compare a partner’s likes and dislikes with their own opinions as well as the predictions they made.
Variation 3 Interpretive + Interpersonal: The teacher designs a list of people, places, and things aligned to can-do statements and key vocabulary from a series of lessons and a listening script or reading text. Students read the text or listen to audio, checking off items that they hear. Given a functional task (e.g., 'What is the most likely destination described?' or 'Which locations are most likely to meet this traveler’s needs?'), students pair up and interact to their results and complete the task.
Provide additional images to increase comprehensibility.
For higher proficiency levels, use Variation 1 (above) and for each image have students write a sentence to document the teacher’s opinion and why.
For higher proficiency levels, use Variation 2 (above) and ask students to ask and answer questions using sentence-level text type and to ask the follow-up question WHY about each opinion.
For higher proficiency levels, use Variation 3 (above) and ask students to write a summary statement explaining their predicted choices.
Intermediate level students can use expanded text type to:
- paraphrase the teacher’s opinion,
- suggest reasons or rationales for the teacher’s opinion,
- agree or disagree with the teacher’s opinion,
- compare their opinions with the teacher’s opinion, etc.
Listening script or recording of the teacher giving opinions about people, places, or things in the lesson or unit. [Interpretive]
Listening script of different people giving their opinions. [Interpretive]
Question and answer stems. [Interpersonal]
Teacher-designed prediction cards that align with the lesson learning targets or can-do statements.