Listening I Unit II: Listening with Purpose

Listening I — Unit II

Subject: Listening I
Level: Propedéutico I — CEFR A2
Duration: 20 hours

The structure below follows the Stage 1 and Stage 2 organization used in the attached Academic Writing Unit I. The content, objectives, GenAI boundaries, methodology, and assessment expectations are derived from Listening I 2026.

🎯 Stage 1 — Desired Results

A. Established Goals

• Students will select and justify global and selective listening strategies according to the purpose and type of oral text.

• Students will use appropriate note-taking and information-organization techniques to support comprehension of short A2-level oral messages.

• Students will identify main ideas, sequences, preferences, opinions, and relevant details in listening texts related to:

  • study habits;

  • movies, series, music, and video games;

  • technology and social media; and

  • food and eating habits.

• Students will use keywords, tables, and graphic organizers to record, compare, and verify information across repeated listenings.

• After completing an independent first listening attempt, students may use teacher-authorized GenAI as a metacognitive feedback and parallel-practice tool, while maintaining responsibility for their own listening and answers.

These goals directly reflect the Unit II objective and content established in the syllabus.

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B. Transfer Goals

Students will independently use their learning to:

• Decide whether a listening situation requires attention to the general meaning, selected information, or both.

• Choose listening strategies according to their purpose rather than using the same approach for every audio.

• Record useful information through keywords and organized notes instead of attempting to write everything they hear.

• Distinguish and organize information such as main ideas, sequences, preferences, opinions, and supporting details.

• Compare information across repeated listenings and determine when their initial understanding should be confirmed or revised.

• Recognize difficulties in their own listening and use that information to make better strategic choices during future listening situations.

• Use GenAI after independent listening to support reflection and additional practice, without allowing AI to provide or reconstruct answers from the original listening task.

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C. Meaning

Enduring Understandings

Students will understand that …

• Effective listeners adjust their listening strategy according to what they need to understand.

• Listening globally and listening selectively serve different purposes: one helps construct the overall message, while the other directs attention toward particular information.

• Good note-taking does not mean recording every word; effective listeners identify and organize keywords and meaningful information.

• Understanding often develops across multiple listenings as listeners compare new information with their earlier interpretation.

• Preferences and opinions are different from factual details, so listeners must pay attention to both what information is communicated and how speakers position themselves toward it.

• A listening error or missed detail can provide useful evidence about the listener’s strategy, attention, or information-processing difficulty.

• Reflection after listening can help learners make more effective decisions during their next listening experience.

• GenAI can support listening development when it helps learners analyze difficulties, compare strategies, or generate new practice, but it does not replace independent listening.

Essential Questions

• How do I decide what to listen for?

• How can I organize what I hear without trying to write every word?

• How do repeated listenings change or strengthen my understanding?

• How can I tell the difference between a main idea, a detail, a preference, and an opinion?

• How can reflecting on what I missed help me become a better listener?

• How can GenAI help me improve after listening without doing the listening for me?

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D. Acquisition

Students will know …

• The purpose of global listening for identifying overall meaning and main ideas.

• The purpose of selective listening for locating specific or relevant information.

• The differences among:

  • main ideas;

  • supporting details;

  • sequences;

  • preferences; and

  • opinions.

• Basic strategies for selecting what information deserves attention according to a listening purpose.

• Note-taking techniques based on:

  • keywords;

  • short phrases;

  • tables; and

  • graphic organizers.

• How repeated listening can be used to compare, complete, and verify information.

• Basic vocabulary and contextual language related to:

  • study habits;

  • leisure and entertainment;

  • technology and social media; and

  • food and eating habits.

• That the first attempt at a Unit II listening task must be completed without GenAI or other tools that generate answers.

• That authorized GenAI may be used after the first attempt to analyze listening difficulties, consider alternative strategies, and generate parallel practice.

• That students must document which AI suggestions they accepted or rejected and why.

These knowledge expectations correspond directly with the Unit II content and AI practices specified in the syllabus.

Students will be able to …

• Identify the purpose of a listening task and select an appropriate global or selective listening strategy.

• Explain why a particular listening strategy is appropriate for a given purpose.

• Identify the main idea of a short A2-level oral text.

• Recognize and organize relevant details.

• Identify sequences of events or actions.

• Distinguish speakers’ preferences and basic opinions.

• Take notes using keywords rather than complete transcription.

• Select an appropriate note-taking format, such as a table, keyword list, or graphic organizer, according to the information being communicated.

• Compare notes and interpretations after repeated listening.

• Verify or revise an initial interpretation using information from subsequent listenings.

• Identify a specific listening difficulty and relate it to the strategy used.

• Evaluate whether a different strategy might improve comprehension during a future listening task.

• Complete an initial listening attempt independently before using GenAI.

• Use authorized GenAI after the initial attempt to analyze difficulties, compare strategies, or generate parallel listening practice.

• Document AI suggestions they accepted or rejected and explain their decisions.

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🎯 Stage 2 — Evidence

A. Performance Task (GRASPS)

Unit II Listening Project — Understanding Student Life and Preferences

Goal:
Demonstrate the ability to select, apply, and justify appropriate global and selective listening strategies while organizing information from short A2-level oral texts concerning student habits, interests, technology use, and everyday choices.

Role:
University student and strategic English-language listener.

Audience:
Classmates and instructor within the university learning community.

Situation:
You are learning more about the habits, preferences, opinions, and everyday activities of other university students. You will hear several short English messages or conversations concerning study habits, leisure activities, technology and social media, or food and eating habits. Because each listening situation requires different information, you must decide what you need to listen for, which strategy is most useful, and how you will organize what you hear.

Product/Performance:
Students will complete a Strategic Listening Portfolio based on short A2-level oral texts.

The performance will include:

1. Listening Purpose and Strategy Selection
   Before listening, students identify what information the task requires and select an appropriate global or selective listening strategy.

2. First Independent Listening
   Students listen, take notes, and respond independently without GenAI or tools that generate answers, as required by the syllabus.

3. Information Organization
   Students record relevant information using an appropriate format such as keywords, a table, a sequence organizer, or a graphic organizer. Providing these alternative organizational formats supports multiple means of action and expression while preserving the listening-comprehension target.

4. Repeated Listening and Verification
   Students listen again to complete, compare, confirm, or revise their initial understanding.

5. Strategy Justification
   Students briefly explain why the strategy and note-taking method they selected were appropriate and whether they were effective.

6. Listening Reflection
   Students identify one meaningful difficulty encountered during the task and explain what they might do differently during a similar future listening experience. The reflection may be expressed through a brief written, oral, or other teacher-approved format while assessing the same metacognitive understanding.

7. Authorized GenAI Follow-Up
   After the independent listening task has been completed, GenAI may be used with teacher authorization to analyze difficulties, compare possible strategies, or generate a parallel practice activity. It may not reveal or reconstruct answers from the assessed audio.

   Students document:

   • the suggestion received;

   • whether they accepted or rejected it;

   • why they made that decision; and

   • how they intend to modify their strategy during future listening.

This follows the Unit II progression in the syllabus: first attempt without assistance → AI-supported metacognitive analysis → parallel practice → documented decision-making.

Standards/Rubric (summary)

• General comprehension:
  Identifies the overall topic and main idea of short A2-level oral texts.

• Selective comprehension:
  Accurately identifies relevant details, sequences, preferences, opinions, and other task-specific information.

• Strategy selection and justification:
  Selects a global or selective listening strategy appropriate to the task and provides a reasonable explanation for that choice.

• Note-taking and organization:
  Uses keywords, tables, graphic organizers, or another appropriate format to record relevant information clearly without attempting to transcribe the complete message.

• Verification:
  Uses repeated listening to compare, confirm, complete, or revise an initial interpretation.

• Metacognitive reflection:
  Identifies meaningful listening difficulties and proposes appropriate adjustments for future listening.

• Language control (A2):
  Uses comprehensible English appropriate to the learner’s developing A2 proficiency when recording or explaining understanding.

• Process, independence, and AI transparency:
  Completes the first listening attempt independently and uses authorized GenAI only after that attempt for reflection or parallel practice. Clearly documents AI suggestions accepted or rejected and the reasoning behind those decisions.

The course syllabus specifies that English use represents 50% of the grade for each assessed item and that the four listening projects together account for 40% of the course grade.

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B. Other Evidence

• Short global-listening activities requiring students to identify topics and main ideas after an initial listening.

• Low-stakes selective-listening activities requiring students to locate relevant details, preferences, opinions, or sequences.

• Listening activities in which students decide whether global or selective listening is the most appropriate strategy and briefly justify their decision.

• Note-taking activities using keywords, tables, and graphic organizers, with students selecting among appropriate formats according to the nature of the information.

• Sequence activities in which learners organize events, actions, routines, or information in the order heard.

• Preference and opinion activities requiring students to distinguish what a speaker likes, dislikes, prefers, or thinks from factual information.

• Repeated-listening exercises in which students use a different purpose for each listening—for example, first identifying the main idea and then listening selectively for details.

• Pair or small-group comparison after independent listening, allowing students to compare notes and justify interpretations before a final verification.

• Brief written, oral, or teacher-approved self-assessments identifying the listening strategy used, its effectiveness, and a possible next step.

• Teacher modeling followed by progressively more independent strategy selection, consistent with the syllabus methodology of modeling strategies and gradually adjusting difficulty.

• After an independent first attempt, authorized GenAI-supported reflection in which students analyze a specific difficulty, compare possible listening strategies, or generate similar A2-level practice rather than seeking answers to the original task.

• A brief AI decision trace documenting suggestions accepted or rejected and explaining how the learner plans to modify their listening strategy, directly reflecting the Unit II GenAI expectations in the syllabus.