---
title: "Identifying reasons behind a speaker's points"
description: "Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant"
canonical: https://lightmysky.com/learn/english/identifying-reasons-behind-a-speakers-points-mt_iodbOOmEQs
source: https://lightmysky.com/learn/english/identifying-reasons-behind-a-speakers-points-mt_iodbOOmEQs.md
retrieved: 2026-11-12
---

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# Identifying reasons behind a speaker's points

Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant

Subject: English · Area: Speaking & Listening · Ages 9 to 10
Page: https://lightmysky.com/learn/english/identifying-reasons-behind-a-speakers-points-mt_iodbOOmEQs

## Ready when they can

- Listen to a speaker's argument or presentation and list the specific reasons and evidence provided to support each main point
- Evaluate whether the reasons a speaker gives are logical and whether the evidence cited is relevant to the claim being made
- Ask follow-up questions that probe the strength of a speaker's reasoning, e.g. 'What evidence supports that claim?' or 'Are there other explanations?'

## Lesson: Finding the reasons behind what a speaker says

A claim is a point a speaker wants you to accept. A reason explains why they think it makes sense. Evidence includes facts, observations and examples that support a reason or claim. Listen for what the speaker actually says. 'Because' often introduces a reason. A loud voice or a long speech does not supply evidence by itself.

Check whether the reason really explains the claim. That makes the reasoning logical. Then check whether the evidence supports that reason or claim. That makes the evidence relevant. A reason may sound appealing without having evidence behind it.

*(drawing: A claim sits on a reason, and evidence backs up the reason.)*

**Example.** A classmate says, 'Let's start recess five minutes earlier but keep its ending time the same. That gives us more time to be active. Our timetable shows five extra minutes outdoors.' The schedule change is the claim. More active time is the reason. The timetable is evidence about the extra time. Both connect to the claim.

**Example.** A speaker says, 'We should get a class pet because our classroom needs more color.' Needing more color is the reason given, not evidence. It does not explain why a pet is needed. The speaker gives no facts or observations to support the reason. Ask what evidence supports a reason before accepting it.

If a reason seems weak, ask a follow-up question. 'What evidence supports that?' asks for facts. If a speaker recommends a plan tried elsewhere, ask what happened there. If a reason does not fit a choice, ask for a reason that does fit.

**Recap.** Listen for the reasons and evidence behind a claim, then check whether they truly connect to it.

*The claim, reason and evidence teaching examples, flashcard correction and worked-step repairs were written for this dataset.*

## Practice

8 questions on this page, each with its working shown.

## Needs first

- [Engaging Listeners and Valuing Viewpoints](https://lightmysky.com/learn/english/engaging-listeners-and-valuing-viewpoints-mt_sXRHr7tfS5)

## Optional connections

- [Why the author wrote it](https://lightmysky.com/learn/english/why-the-author-wrote-it-mt_OltpfaX7l6)

## Opens up

- [Evaluating a Speaker's Argument](https://lightmysky.com/learn/english/evaluating-a-speakers-argument-mt_on7FHCDmi-)
- [Ethics in Real-World Issues](https://lightmysky.com/learn/personal-and-social-development/ethics-in-real-world-issues-mt_RNeEF1JU4J)