L1 Module 03: Finding Your Way Through Campus Talk

⚡️ University Life, Short Conversations, and Evidence-Based Listening

Campus listening involves more than recognizing university vocabulary. Students must follow short exchanges about classrooms, schedules, services, assignments, and everyday needs while also deciding which details are relevant. This chapter focuses on global and selective listening in A2-level campus conversations and presentations. You will practice identifying the purpose of an interaction, locating practical information, comparing notes, and defending an answer with evidence from the audio. The emphasis is on listening as participation: a listener needs enough understanding to know where to go, what to do, or how to respond. Clear evidence and organized notes are more valuable than a long list of disconnected words.

Essential understanding(s)

What does a listener need to understand in order to act appropriately in a campus situation?
How can evidence from an audio message support or correct an interpretation?

Guiding Questions

How can the setting and relationship between speakers clarify the purpose of a conversation?
Which details are essential in campus messages and which are optional?
How can partners compare notes without simply copying one another?
What language can be used to justify an answer with evidence from the audio?

Learning outcomes

Identify the setting, speakers, and purpose of a short campus conversation or presentation.
Locate practical information such as rooms, times, requirements, and services.
Use global and selective listening across repeated listenings.
Compare notes and justify an interpretation with specific audio evidence.
Complete CAADI Worksheet 3 without using AI during comprehension.

Key concepts and vocabulary

campus life • setting • purpose • service • requirement • announcement • office hours • assignment • location • evidence statement • confirmation • correction

Main chapter content

Listening for purpose in a real setting

A campus conversation usually has a practical purpose. A student may ask where a classroom is, clarify an assignment, make an appointment, or learn about a service. Before focusing on details, identify what the speakers are trying to accomplish. The same word can have different importance depending on the purpose. In a conversation about a tutoring center, the location and opening hours may be essential; the color of the building is probably secondary. Purpose helps the listener decide what to record.

Use contextual clues to identify the setting and relationship. Formal greetings and a request for assistance may suggest a student speaking with office staff. Casual language and shared references may indicate classmates. A short presentation with one speaker and structured points may be an orientation message. These clues guide expectations about vocabulary and response. However, they should be confirmed by the audio rather than treated as certain before listening.

Global listening before detail hunting

On the first listening, answer three questions: Where are the speakers? What is the main situation? What result do they need? A useful gist statement might be: “A student asks for information about joining a campus club.” This statement is broad enough to be formed without every detail. It also prepares a selective purpose for the next listening: club name, meeting day, location, and registration requirement.

During the second listening, use a note frame designed for the situation. A campus-information chart might include Purpose, Place, Time, Person to Contact, and Required Action. Write key words and symbols. A question mark can mark uncertainty; an arrow can show movement from one place to another; an exclamation point can mark a deadline or important instruction. Notes should support later action, not reproduce the message.

Comparing notes as a listening strategy

Pair comparison is most useful after each student has listened and written independently. First, explain what you heard rather than showing your paper immediately. This requires retrieval from memory and reveals your overall interpretation. Then compare specific entries. When notes differ, ask what evidence supports each version. One student might say, “I wrote Thursday because the speaker corrected Monday.” Another may realize that the first day mentioned was an old schedule, not the current one.

Disagreement should lead to a focused listening question. Instead of replaying the entire audio without a plan, listen for the sentence around the disputed detail. Pay attention to correction language such as actually, sorry, I mean, not ___ but ___, or it changed to ___. Real conversations often include revisions, and the most recent information is usually the relevant answer.

Justifying comprehension

An answer becomes stronger when it is connected to evidence. Use simple frames:

“The purpose is ___ because the student asks ___.”
“The meeting is in ___; I heard the speaker say ___.”
“I changed my answer from ___ to ___ because the speaker corrected the information.”

Evidence does not always mean quoting a full sentence. At A2 level, it may be a key phrase, repeated word, number, or sequence of events. The important point is to show that the interpretation comes from the audio rather than from guessing.

Independent listening and responsible preparation

GenAI is not used during the assigned comprehension activity. It may not provide subtitles, transcription, translation, or answers. When pre-listening support is authorized, it can help create a campus vocabulary preview or a blank organizer for a parallel task. The learner still makes predictions, listens, and interprets independently.

CAADI Worksheet 3 provides additional campus-based listening. Apply global listening first, selective listening second, and evidence-based verification at the end. The practical test of understanding is whether your notes would help you take the correct action in the situation.

🗓️ 2026-08-24

Part 1

Predict (WOB): city — road — home — mountains
- Where might the song take place?
- Who might be speaking?
- Where might the person want to go?

First listen

Part 2

“I think this song is mainly about…”
- Choose the strongest category and why:
  
  A. traveling
  B. missing home
  C. meeting someone
  D. working
- No-Paper Pair Compare
  
  Partner A explains what they understood for 30 seconds. Partner B explains theirs.
  
  Only afterward do they look at their notes.
Part 3

Listening for specific information (groups of five):
- places 1
- nature 2
- movement 3
- home 4
- direction 5
Write out key words - not sentences.
- Second listen
- Form jigsaw groups to compare notes.
Part 4

WOB: HOME — ROAD — MOUNTAINS — WATER — UNKNOWN PLACE

“We think it belongs here because we heard…”

Third listen

Part 5

WOB: HOME — ROAD — MOUNTAINS — WATER — UNKNOWN PLACE

Update as needed.
Part 6

Possible interpretations:
- The speaker feels connected to a place.
- The speaker wants to leave.
- Nature is important in the song.
- Home is more important than the journey.
Groups decide:

Strong evidence / Some evidence / Little evidence

They must justify their decision from the audio.
Part 7

Complete the following:

At first I thought…
After listening again, I realized…
The evidence that changed or confirmed my answer was…

🗓️ 2026-08-25

Campus words: PLACES - TIMES - ACTIONS - HELP

Core vocabulary
- setting
- purpose
- location
- service
- assignment
- deadline
- requirement
- appointment
- correction
- confirm
Location language
- beside
- across from
- opposite
- behind
- past
- ground floor
- second floor
- corridor
Board Setup

Vocabulary - Sections - Listening and speaking frames
First listening

Student notebook: Section - Setting - Main purpose
Second listening

Detail category - Key words and evidence

🗓️ 2026-08-26

Jigsaw activity…

1s = questions 1 and 2; 2s = questions 3 and 4; 3s = questions 5 and 6; 4s = questions 7 and 8; 5s = questions 9 and 10.

Group A, Group B, Group C, Group D, Group E, Group F, Group G

Listening I

Nadia’s Campus Day – Fill out form
- Questions
  1. What is the main purpose of Nadia’s talk?
    A. To compare different academic services at two colleges
    B. To describe how selective listening helped her complete several campus tasks
    C. To explain why new students frequently arrive late for class
    D. To persuade students to use tutoring and library services
  2. Why does Nadia mention that she was using an old campus map?
    A. To explain why she initially received incorrect information about her classroom
    B. To show that students are required to purchase a new map
    C. To criticize the college for not providing campus signs
    D. To explain why she entered the language laboratory
  3. According to the student who gave Nadia directions, where was the communication building?
    A. Across the road from the cafeteria
    B. Beside the student union
    C. Behind the administration building
    D. Opposite the small garden
  4. What correction did Nadia discover after entering the communication building?
    A. Her class had been moved to Corridor C.
    B. Room B16 was now on the second floor.
    C. The language laboratory was downstairs.
    D. The class would begin at 9:50.
  5. Which information was required in the campus-service assignment?
    A. The service’s history, staff members, and weekly schedule
    B. The service’s cost, website, and student reviews
    C. The service’s purpose, location, hours, and at least one requirement
    D. The service’s location, contact number, and number of users
  6. When was the final assignment due?
    A. Monday at the beginning of class
    B. Tuesday at 8:00 p.m.
    C. Thursday of the same week at 8:00 p.m.
    D. The following Thursday at 8:00 p.m.
  7. Why were the professor’s Thursday office hours changed for that week?
    A. He had to teach an additional class.
    B. He had a meeting.
    C. His office was being repaired.
    D. The college was closing early.
  8. What did the library assistant clarify about the special closing announcement?
    A. The entire library would close at 6:00 p.m.
    B. The printers would stop operating at 6:00 p.m.
    C. Only the third floor would close at 6:00 p.m.
    D. Students had to leave the study rooms at 5:00 p.m.
  9. How was the Wednesday writing workshop different from individual tutoring?
    A. The workshop required a student ID, but tutoring did not.
    B. The workshop was free, but tutoring required payment.
    C. The workshop focused on research, while tutoring focused on grammar.
    D. The workshop was a drop-in service, while tutoring required an appointment.
  10. What did Nadia need to do to keep her tutoring appointment?
    A. Pay for the session before leaving the support center
    B. Submit her outline before Wednesday morning
    C. Confirm the appointment through an email by the following morning
    D. Contact the tutor directly before 3:50 p.m.
Listening II
- Questions
  1. What is the main purpose of the speaker’s description?
    A. To explain how students can improve their grades
    B. To describe his typical experiences with university campus life
    C. To compare university life with high school life
    D. To persuade students to join campus organizations
  2. Why does Daniel usually eat breakfast before leaving home?
    A. His friends meet him for breakfast.
    B. The university cafeteria opens late.
    C. He knows he may become hungry before lunch.
    D. His first professor requires students to eat beforehand.
  3. What does Daniel say about his morning classes?
    A. They are usually his easiest classes.
    B. They require a lot of attention.
    C. They usually involve independent study.
    D. They are often held in the library.
  4. Why does Daniel mention students sharing notes when someone misses class?
    A. To show that students sometimes support one another
    B. To explain why attending class is unnecessary
    C. To criticize students who miss university classes
    D. To describe a requirement for group projects
  5. What can be inferred about Daniel’s attitude toward the library?
    A. He finds it too crowded to be useful.
    B. He prefers studying there because he can concentrate better.
    C. He only uses it when he needs to print something.
    D. He dislikes spending long periods of time there.
  6. What does Daniel mean when he says he has “mixed feelings” about group projects?
    A. He does not understand how group projects work.
    B. He believes professors assign too many projects.
    C. He sees both advantages and disadvantages to working in groups.
    D. He prefers doing all of the work himself.
  7. Why does Daniel’s group choose a deadline before the actual project deadline?
    A. To finish the assignment before other students
    B. To have more time to solve possible problems
    C. To give the professor time to review their work
    D. To avoid having to meet in person
  8. How does Daniel mainly manage his university responsibilities?
    A. He asks his classmates to remind him about assignments.
    B. He completes all of his work while he is on campus.
    C. He uses his phone calendar and makes a short daily priority list.
    D. He studies for several hours every evening without taking breaks.
  9. Why does Daniel sometimes stay on campus after his last class?
    A. He wants to attend sports activities.
    B. He is waiting for his friends to finish their classes.
    C. He wants to complete small tasks before going home.
    D. He prefers eating dinner at the university.
  10. What does the speaker suggest is one important benefit of university life?
    A. Students have fewer responsibilities than before.
    B. Students learn to become more independent.
    C. Students have more free time to socialize.
    D. Students can avoid making difficult decisions.

🗓️ 2026-08-27

Today’s audio will require you to draw in your notebook as notes for recreating the audio with your phone. Find your favorite app for transcribing your voice to text:

Screenshot_20260827_061731_Google Play Store

🗓️ Friday

🗓️ Key vocabulary

Here is the key vocabulary for the second campus map script.

Campus Places

Vocabulary	Simple meaning
main gate	the main entrance to a place
security office	a place where security staff work
visitor parking lot	an area where visitors can park cars
Student Center	a building where students meet and use services
library	a place to read, study, and borrow books
garden	an outdoor area with plants and flowers
Language Building	a building where students study languages
courtyard	an open area surrounded by buildings
Computer Center	a place where students can use computers
printing office	a place where students can print documents
cafeteria	a place where students can buy and eat food
bookstore	a store that sells books and school supplies
bank	a place for financial services
ATM	a machine used to get money from a bank account
Arts Building	a building used for art-related classes
theater	a place where plays or performances are presented
Engineering Building	a building used for engineering classes
laboratory / lab	a place where scientific work or experiments are done
sports complex	an area with several sports facilities
gym	a building for exercise and sports
soccer field	an area where people play soccer
basketball court	an area where people play basketball
lake	a large area of water surrounded by land
walking path	a path for walking
medical center	a place where students can receive basic medical help
residence hall	a building where university students live
convenience store	a small store that sells everyday items
bus stop	a place where people wait for a bus

Location and Direction Vocabulary

Expression	Simple meaning
on the east side	in the eastern part
on the west side	in the western part
north of	above something on a map
south of	below something on a map
east of	to the right of something on a map
west of	to the left of something on a map
next to	directly beside
across from	on the opposite side
between	in the middle of two things
behind	at the back of something
in front of	before or facing something
in the middle of	in the center
near	close to
past	farther than or beyond something
at the end of	at the final part of a road or area
northwest corner	the area between north and west
southwest corner	the area between south and west
directly across from	exactly opposite something
to the left of	on the left side
to the right of	on the right side

Movement and Listening Words

Vocabulary	Simple meaning
enter	go into a place
continue	keep going
walk along	follow a road or path
go back	return to a previous place
keep walking	continue walking
arrive at	reach a place
imagine	make a picture in your mind
draw	make a picture using lines
include	put something in
review	look at or think about something again

For the map-drawing task, the highest-priority vocabulary is: north, south, east, west, next to, across from, between, behind, in front of, near, left, right, corner, and at the end of.

Complete Greenfield University Campus Listening Quiz – Fill out form.
Submit Week 03 - CAADI Worksheet to Teams.

Benjamin L. Stewart

Explorer