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

2. 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

3. 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?

4. Know Your Students

5. Overall Language Goals

6. 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

7. Let’s Talk About Reasons to Use Language
This picture reflects an unauthentic use of language
with learners.

8. Let’s Talk About Reasons to Use Language
The pictures depict images that help learners decode
listening materials.

9. Creating Authentic Language Use
Use These Expressions for Planning (model performance
indicators):
• Describe
• Explain
• Compare & Contrast
• Evaluate
• Identify
• Sequence
• Classify
• Categorize
• Predict
• Question
• Match

10. 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

11. Tools for Authentic Language Classrooms and Activities
What Supports Do We Need for Successful
Activities?

12. 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

13. 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

14. Examples for Graphic Organizers

15. Task for Instructional Authentic Language

16. Class Room and
School Rules
Personal
Information
School Building
School Personnel
School Subjects
School Activities

17. Hobbies
Emotions
Like/Dislike
Family
Foods
Skills

18. 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

19. Now on to…
• Examples of Measurable Listening Activities

20. 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

21. And This is Why Listening is the Most Important Foundation to Language Learning!!!

22. 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

23. 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...)

24. 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

25. 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

26. 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

27. 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...)

28. 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

29. 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

30. A LESSON OBJECTIVE
CREATING A MORE ENVIRONMENTALLY FRIENDLY COMMUNITY

31. A LESSON OBJECTIVE FIRST GRADE
USING OBJECTS TO LEARN MEASURING

32. What Did All
Activities Have
in Co
What Did All Activities
Have in Common?

33. They are Observable and Measurable
Mechanical Flower
Students Learn Authentically
Teachers Know from Actions That Students Learned

34. 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

35. Make Every Activity and Lesson Count

36. Questions?
It’s your turn:

37. E-mail: Christel_Broady@georgetowncollege.edu
Find daily updates on:
http://broadyesl.wordpress.com/
http://digitallearningandteaching.wordpress.com/
Twitter @ BroadyESL
LinkedIn
=

38. 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