Interpretive Listening Activity
- Download in Spanish or create your own.
- Hang a different sign in each corner of the room.
- Prepare some prompts/questions to use.
I can give my opinion.
I can say if I agree or disagree.
I can say how often I do something.
I can give my opinion about food. (feminine using “parece”)
Original post published on February 25, 2015
Planning time is valuable, but it seems to get shorter every day with all the other things we have to do. Recently I’ve rediscovered Four Corners and I have found it to be a very valuable, quick to prepare, interpretive listening activity that gets students moving. Even better, it can be used about ANY topic. Just got a foot of snow? Talk about it! Homecoming game is Friday? Let’s chat! Here’s how I’ve been using Four Corners lately.
Step 1: Hang a sign in each corner of the room. Each of these signs are possible “answers” to a question/statement. I’ve found that survey-type answers work best. I like to have a few options, so I have these always available to pull quickly. Honestly, I usually have a few always hanging in each corner at all times. I included a download with my signs at the bottom.
Step 2: Brainstorm a list of possible questions. Add some funny follow-ups. Example: “Do you like to play in the snow?” They move to sign, then you add… “with your grandma?” I try to make something awesome into undesirable, and something horrible into awesome. Note, I’ve also typed the questions and projected them, but I realized that turns it into an interpretive reading. So now I choose to only say them. If I need a visual, I just draw it on the board.
Prep work is done. Now for the fun!
Step 3: Ask a question, let them move to their “answer.” Ask a few follow-up questions once they make their choice. “Oh, you like snow, why?” Even better, get them to ask each other so everyone’s talking more. I’ve even had a white board at each sign for them to list why they chose that sign after they talk to each other.
One variation I’ve used is to print sets of the “answers” and let them lift up the picture instead of walking. This worked better in my smaller, more reserved classes and when we were reading together.
So that’s it! Quick, communicative, movement.