The objective of this unit is to develop pupils' listening skills through exercises designed to improve aural recall.

It is a useful skill to be able to retain information that they may have heard in class or elsewhere for use at a later stage or in a new context. Developing strategies for this as early as possible helps them to become active listeners. Retaining information is a skill that will be called on all the time, whenever learning needs to take place.

This unit offers an on-screen version of a familiar party game: 'I went to market and I bought...' It is normally played with children sitting in a circle. The first player starts by saying 'I went to market and I bought a...', and mentions an object of his or her choice. The next person then repeats the sentence, adding a second item to the list. The third person does likewise. The players take it in turns, adding one new item each time.

In this unit, the pupils listen to what Maggie bought at the market and try to remember it. A new item is introduced on each screen, and the list grows. Audio is used throughout and pupils can listen to the information as often as they like before going to the next screen to see if they can remember the list. A back button allows them to return to the previous screen if they want.

Extension

• Try linking this game with other games that help with memory. For example you could use the unit on 'Kim's Game', which is about recalling things visually, or 'Trogs', which supports recall skills using colour, shape and movement.
• Prepare pupils for more advanced work by reading a short paragraph from a favourite story book. At the end, ask for key information such as the name of a character, what an action led to, or why something happened. Give hints linking the name or the action to something else to jog their memory.
• Give instructions for a simple activity - begin by telling the class what you are going to ask them to do and to listen carefully. Once you have given the instructions, ask the class if they can repeat the instructions in the right order to check understanding. Write up the stages on the board. Again, prompt recall if necessary by pointing out when a step is missing or in the wrong order.