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Input does not equate Intake by Dr. Cristel Broady.
 

Input does not equate Intake by Dr. Cristel Broady.

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ELT MOOC by Jason R. Levine on WiziQ. ...

ELT MOOC by Jason R. Levine on WiziQ.

This is a professional development massive Open Online Course in listening and pronunciation techniques.

MOOC team organisers:

Dr. Nellie Deutsch

Sylvia Guinan

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Input does not equate Intake by Dr. Cristel Broady. Input does not equate Intake by Dr. Cristel Broady. Presentation Transcript

  • INPUT DOES NOT EQUATE INTAKE. PRACTICAL WAYS OF INTEGRATING LISTENING SKILLS INTO ENGLISH LEARNING ACTIVITIES WHILE USING THEM AS ASSESSMENTS Dr. Christel Broady Former EFL Learner and Current Trainer of Language Teachers
  • In most language classes, students spend much more time listening than speaking. Listening, too, is an active language production task. However, how do teachers know what students hear and what they learn?
  • Know Your Students
  • Overall Language Goals
  • From Concrete to Abstract Explicit to Implicit Familiar to Unfamiliar Generic to Specific/Technical Vocabulary Informal to Formal Form Of Address Single Words and Phrases to Extended Discourse
  • Let’s Talk About Reasons to Use Language This picture reflects an unauthentic use of language with learners.
  • Let’s Talk About Reasons to Use Language The pictures depict images that help learners decode listening materials.
  • Creating Authentic Language Use Use These Expressions for Planning (model performance indicators): • Describe • Explain • Compare & Contrast • Evaluate • Identify • Sequence • Classify • Categorize • Predict • Question • Match
  • What are the Features of the Domain of Listening for the Language Indicators? Allow Students to Do This With Spoken Language in a Authentic Ways in Listening Activities: • Process • Understand • Interpret • Evaluate
  • Tools for Authentic Language Classrooms and Activities What Supports Do We Need for Successful Activities?
  • Sensory, Graphic, and Interactive Support Sensory Graphic Realia Charts Manipulatives Graphic Organizers Pics Tables Diagrams Graphs Publication media Timeslines Phycical Movement Number Lines Film/Video Audio Models
  • Specific Examples for Sensory Supports Related to Content Language Arts Math Science Social Studies Word Wall Blocks/Cubes Instruments Maps Magnetic Story Elements Figures for Wall Clocks Measuring tools metric and others Globes Sequence Blocks Number Lines Physical Models Atlases Environmental Print Geometric Figure Models Natura Materials Compasses Posters/Displays Calculators Actual Materials for Investigations Timelines Bulletin Board Protractors Posters and Illustrations of cycles and processes Cultural Artifacts Photos Rulers, yaardstick Arial and satellite images Cartoons Geoboards Videos Audio Books Counters Music/Songs Compass Calendars Coins
  • Examples for Graphic Organizers
  • Task for Instructional Authentic Language
  • Class Room and School Rules Personal Information School Building School Personnel School Subjects School Activities
  • Hobbies Emotions Like/Dislike Family Foods Skills
  • So Far we Discussed… • The Relevance of Personal Relationship Between the Teacher and Student • Authentic Use of Language and Non-Authentic One • Reasons to Use Language/Listen • That Listening is Language Production • Stating Authentic Listening Activity Objectives • Support Tools for Creating Authentic Listening Skills • Topics for Beginning Listening Activities
  • Now on to… • Examples of Measurable Listening Activities
  • But Wait…One More Thing! The Thing About Comprehensible Input (Steven Krashen) Published on Jul 6, 2012 Dr. Stephen Krashen talks about how we acquire languages. We acquire languages by understanding messages. Watch a short video here
  • And This is Why Listening is the Most Important Foundation to Language Learning!!!
  • A LESSON OBJECTIVE PREK-K SOCIAL AND INTERACTIONAL LANGUAGE: MUSIC LOWEST LEVEL MIDDLE Imitating the beat or Responding to songs movement based on illustrations with gestures, movement, or instruments as modeled HIGHEST PROFICIENCY Follow lyrics of song and respond accordingly in groups
  • A LESSON OBJECTIVE PREK-K SOCIAL AND INTERACTIONAL LANGUAGE: Recreation LOWEST LEVEL MIDDLE HIGHEST PROFICIENCY Recognize recreational objects from pictures as the are told Can follow instructions in 2 steps from pictures and spoken instructions Based on pictures and instructions, simulate activities (single file, find a chair...)
  • A LESSON OBJECTIVE PREK-K SOCIAL AND INTERACTIONAL LANGUAGE: Book Concepts LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY Identify (by pointing) book features (title, front page..) Point to features of text with partner when listening to diretions Match pictures to text read by teacher
  • A LESSON OBJECTIVE Grades 1-2 SOCIAL AND INTERACTIONAL LANGUAGE: School LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY From spoken statements and pictures, point to school places, people, etc. In a series of sentences, srelate chool places, people, etc. to pictures of such Match oral descriptions with individual spoken needs
  • A LESSON OBJECTIVE Grades 3-5 SOCIAL AND INTERACTIONAL LANGUAGE: Verbs of movement LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY Following oral commands and modeling eplore movment (push the chair, catch the ball) Following oral commands, compare movments by pointing to pictures or using real-life items for demonstrations Show effects of force through gestures or moton based on oral scenarios
  • A LESSON OBJECTIVE Grades 3-5 SOCIAL AND INTERACTIONAL LANGUAGE: Following directions/imperative LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY With pictures and oral commands, follow onestep commands Following multi-step oral commands and pictures, this time with polite forms of language (I am asking you that you...and...and...) Following multi-step linguistically complex oral commands with polite forms of language (I am asking you that you...and...and...)
  • A LESSON OBJECTIVE Grades 6-8 SOCIAL AND INTERACTIONAL LANGUAGE: Communicating needs for supplies LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY With pictures and oral commands, identify supplies for school activities Following oral commands and pictures, categorize needed resources Following oral commands, evaluate and select resources for task
  • A LESSON OBJECTIVE Grades 9-12 SOCIAL AND INTERACTIONAL LANGUAGE: Classroom Routines LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY Per oral requests, carry Match spoken idioms to Identify relvant out commands (point to pictures information about the board) school routines from high level complex discourse
  • A LESSON OBJECTIVE CREATING A MORE ENVIRONMENTALLY FRIENDLY COMMUNITY
  • A LESSON OBJECTIVE FIRST GRADE USING OBJECTS TO LEARN MEASURING
  • What Did All Activities Have in Co What Did All Activities Have in Common?
  • They are Observable and Measurable Mechanical Flower Students Learn Authentically Teachers Know from Actions That Students Learned
  • We Discussed… • The Relevance of Personal Relationship Between the Teacher and Student • Authentic Use of Language and Non-Authentic One • Reasons to Use Language/Listen • That Listening is Language Production • Stating Authentic Listening Activity Objectives • Support Tools for Creating Authentic Listening Skills • Topics for Beginning Listening Activities • Comprehensible Input/Krashen • Planning specific activities by grade level
  • Make Every Activity and Lesson Count
  • Questions? It’s your turn:
  • E-mail: Christel_Broady@georgetowncollege.edu Find daily updates on: http://broadyesl.wordpress.com/ http://digitallearningandteaching.wordpress.com/ Twitter @ BroadyESL LinkedIn =
  • References: All specific examples of activities for grade levels and content, examples of resources, and topics for instruction are from the following WIDA materials: World Class Instructional Design and Assessment. (2009). The English language learner can do booklet; grades 1-2. Board of Regents of the University of Wisconsin System. http://www.wida.us/standards/CAN_DOs/ World Class Instructional Design and Assessment. (2012). 2012 Amplification of the English Language Development Standards, Kindergarten-Grade 12. Board of Regents of the University of Wisconsin System. www.wida.us/get.aspx?id=540