INPUT DOES NOT EQUATE INTAKE.
PRACTICAL WAYS OF INTEGRATING
LISTENING SKILLS INTO ENGLISH
LEARNING ACTIVITIES WHILE USING
...
In most language classes, students spend much more time
listening than speaking. Listening, too, is an active language
pro...
Know Your Students
Overall Language Goals
From Concrete to
Abstract

Explicit to Implicit

Familiar to
Unfamiliar

Generic to
Specific/Technical
Vocabulary

Informa...
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
• ...
What are the Features of the Domain of Listening
for the Language Indicators?
Allow Students to Do This With Spoken Langua...
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

Tabl...
Specific Examples for Sensory Supports Related to Content
Language Arts

Math

Science

Social Studies

Word Wall

Blocks/...
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 ...
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 Kras...
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 ...
A LESSON OBJECTIVE PREK-K
SOCIAL AND INTERACTIONAL LANGUAGE: Recreation
LOWEST LEVEL

MIDDLE

HIGHEST
PROFICIENCY

Recogni...
A LESSON OBJECTIVE PREK-K
SOCIAL AND INTERACTIONAL LANGUAGE: Book Concepts
LOWEST LEVEL

MIDDLE`

HIGHEST
PROFICIENCY

Ide...
A LESSON OBJECTIVE Grades 1-2
SOCIAL AND INTERACTIONAL LANGUAGE: School
LOWEST LEVEL

MIDDLE`

HIGHEST
PROFICIENCY

From s...
A LESSON OBJECTIVE Grades 3-5
SOCIAL AND INTERACTIONAL LANGUAGE: Verbs of movement
LOWEST LEVEL

MIDDLE`

HIGHEST PROFICIE...
A LESSON OBJECTIVE Grades 3-5
SOCIAL AND INTERACTIONAL LANGUAGE: Following
directions/imperative
LOWEST LEVEL

MIDDLE`

HI...
A LESSON OBJECTIVE Grades 6-8
SOCIAL AND INTERACTIONAL LANGUAGE: Communicating
needs for supplies
LOWEST LEVEL

MIDDLE`

H...
A LESSON OBJECTIVE Grades 9-12
SOCIAL AND INTERACTIONAL LANGUAGE: Classroom Routines

LOWEST LEVEL

MIDDLE`

HIGHEST PROFI...
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 Studen...
We Discussed…
• The Relevance of Personal Relationship Between
the Teacher and Student
• Authentic Use of Language and Non...
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://digitallearni...
References:
All specific examples of activities for grade levels and content, examples of
resources, and topics for instru...
Input does not equate Intake by Dr. Cristel Broady.
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Input does not equate Intake by Dr. Cristel Broady.

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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.

    1. 1. 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
    2. 2. 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?
    3. 3. Know Your Students
    4. 4. Overall Language Goals
    5. 5. 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
    6. 6. Let’s Talk About Reasons to Use Language This picture reflects an unauthentic use of language with learners.
    7. 7. Let’s Talk About Reasons to Use Language The pictures depict images that help learners decode listening materials.
    8. 8. Creating Authentic Language Use Use These Expressions for Planning (model performance indicators): • Describe • Explain • Compare & Contrast • Evaluate • Identify • Sequence • Classify • Categorize • Predict • Question • Match
    9. 9. 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
    10. 10. Tools for Authentic Language Classrooms and Activities What Supports Do We Need for Successful Activities?
    11. 11. 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
    12. 12. 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
    13. 13. Examples for Graphic Organizers
    14. 14. Task for Instructional Authentic Language
    15. 15. Class Room and School Rules Personal Information School Building School Personnel School Subjects School Activities
    16. 16. Hobbies Emotions Like/Dislike Family Foods Skills
    17. 17. 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
    18. 18. Now on to… • Examples of Measurable Listening Activities
    19. 19. 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
    20. 20. And This is Why Listening is the Most Important Foundation to Language Learning!!!
    21. 21. 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
    22. 22. 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...)
    23. 23. 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
    24. 24. 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
    25. 25. 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
    26. 26. 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...)
    27. 27. 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
    28. 28. 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
    29. 29. A LESSON OBJECTIVE CREATING A MORE ENVIRONMENTALLY FRIENDLY COMMUNITY
    30. 30. A LESSON OBJECTIVE FIRST GRADE USING OBJECTS TO LEARN MEASURING
    31. 31. What Did All Activities Have in Co What Did All Activities Have in Common?
    32. 32. They are Observable and Measurable Mechanical Flower Students Learn Authentically Teachers Know from Actions That Students Learned
    33. 33. 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
    34. 34. Make Every Activity and Lesson Count
    35. 35. Questions? It’s your turn:
    36. 36. E-mail: Christel_Broady@georgetowncollege.edu Find daily updates on: http://broadyesl.wordpress.com/ http://digitallearningandteaching.wordpress.com/ Twitter @ BroadyESL LinkedIn =
    37. 37. 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

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