input does not equate intake by dr. cristel broady
DESCRIPTION
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 GuinanTRANSCRIPT
INPUT DOES NOT EQUATE INTAKE. PRACTICAL WAYS OF INTEGRATING
LISTENING SKILLS INTO ENGLISH LEARNING ACTIVITIES WHILE USING
THEM AS ASSESSMENTS
Dr. Christel BroadyFormer 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 StudentsHave a Personal
Relationship in Order to Make Language
Authentic
Overall Language Goals
Single Words and Phrases to
Extended Discourse
Explicit to ImplicitFrom Concrete to Abstract
Familiar to Unfamiliar
Informal to Formal Form Of
Address
Generic to Specific/Technical
Vocabulary
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.
Let’s Talk About Reasons to Use Language
Use These Expressions for Planning (model performance indicators): • Describe• Explain• Compare & Contrast• Evaluate• Identify• Sequence• Classify• Categorize• Predict• Question• Match
Creating Authentic Language Use
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
What Supports Do We Need for Successful Activities?
Tools for Authentic Language Classrooms and 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
School Activities
Personal Information
Class Room and School Rules
School Building School Subjects
School Personnel
Skills
EmotionsHobbies
Like/Dislike Foods
Family
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
The Thing About Comprehensible Input (Steven Krashen)
Published on Jul 6, 2012Dr. Stephen Krashen talks about how we acquire languages. We acquire languages by understanding
messages. Watch a short video here
But Wait…One More Thing!
And This is Why Listening is the Most Important Foundation to Language Learning!!!
A LESSON OBJECTIVE PREK-KSOCIAL AND INTERACTIONAL LANGUAGE: MUSIC
LOWEST LEVEL MIDDLE HIGHEST PROFICIENCY
Imitating the beat or movement
Responding to songs based on illustrations with gestures, movement, or instruments as modeled
Follow lyrics of song and respond accordingly in groups
A LESSON OBJECTIVE PREK-KSOCIAL 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-KSOCIAL 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 1-2SOCIAL 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 3-5SOCIAL 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 3-5SOCIAL AND INTERACTIONAL LANGUAGE: Following directions/imperative
LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY
With pictures and oral commands, follow one-step 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 6-8SOCIAL 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 9-12SOCIAL AND INTERACTIONAL LANGUAGE: Classroom Routines
LOWEST LEVEL MIDDLE` HIGHEST PROFICIENCY
Per oral requests, carry out commands (point to the board)
Match spoken idioms to pictures
Identify relvant information about school routines from high level complex discourse
A LESSON OBJECTIVECREATING A MORE ENVIRONMENTALLY FRIENDLY
COMMUNITY
A LESSON OBJECTIVE FIRST GRADEUSING OBJECTS TO LEARN MEASURING
What Did All Activities Have in Common?
What Did All Activities Have in Co
Students Learn AuthenticallyTeachers Know from Actions That Students Learned
Mechanical Flower
They are Observable and Measurable
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: [email protected]
Find daily updates on:http://broadyesl.wordpress.com/http://digitallearningandteaching.wordpress.com/Twitter @ BroadyESLLinkedIn
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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