Art of listening
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This document provides an overview and agenda for a presentation on listening skills and questioning at different language levels. It discusses the importance of listening, challenges of listening at various levels, and examples of listening resources. It outlines the ACTFL Can Do statements for listening at the Novice, Intermediate and Advanced levels. It also provides examples of scaffolding techniques and resources that can be used to develop listening skills at each level.
Art of listening
- 1. INTERPRETIVE MODE LISTENING AND QUESTIONING Presented by Ed Weiss November 2, 2021 DCIU IN SERVICE
- 3. Today’s Agenda • Overview of listening skills and question asking • Listening by levels • The different stages of listening / questions • Scaffolding • Various examples of listening resources • Listening from level 1 to AP
- 4. 4 ►Think of when you learned language – was listening given equal time? ►Which of the 3 modes involves listening? ► Interpretive-Interpersonal-Presentational ►Listening and question asking involve a variety of language ►Is listening a passive skill? ►Why use authentic materials for listening comprehension? Listening – An Overview
- 5. 5 ►Level Appropriate Resources ►Length of Resource ►Student Preparation ►Idiomatic Spoken Language ►Dialects, Pace, Accent ►Follow up Activities ►Assessment The Challenges of Listening
- 8. 8 Listening by ACTFL Levels
- 10. 10 ► NOVICE LOW ► I can recognize a few memorized words and phrases when I hear them spoken. ► NOVICE MID ► I can recognize some familiar words and phrases when I hear them spoken. ► NOVICE HIGH ► I can often understand words, phrases, and simple sentences related to everyday life. I can recognize pieces of information and some- times understand the main topic of what is being said. Can Do Statements-Novice Listening
- 13. 13 ► INTERMEDIATE LOW ► I can understand the main idea in short, simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I overhear. ► INTERMEDIATE MID ► I can understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies. I can understand the main idea in conversations that I overhear. ► INTERMEDIATE HIGH ► I can easily understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies. I can usually understand a few details of what I overhear in conversations, even when something unexpected is expressed. I can sometimes follow what I hear about events and experiences in various time frames. Can Do Statements- Intermediate Listening
- 15. 15 ADVANCED LOW ► I can understand the main idea and some supporting details in organized speech on a variety of topics of personal and general interest. I can follow stories and descriptions of some length and in various time frames. I can understand information presented in a variety of genres on familiar topics, even when something unexpected is expressed. ADVANCED MID ► I can understand the main idea and most supporting details on a variety of topics of personal and general interest, as well as some topics of professional interest. I can follow stories and descriptions of some length and in various time frames. I can understand information presented in most genres, even when not familiar with the topic. ADVANCED HIGH ► I can easily follow narrative, informational, and descriptive speech. I can understand discussions on most topics that deal with special interests, unfamiliar situations, and abstract concepts. I can sometimes follow extended arguments and different points of view. Can Do Statements- Advance Listening
- 16. 16 The “Big 3” of Listening
- 17. 17 ► Radio and television programs ► Public address announcements (airports, train/ bus stations, stores) ► Speeches and lectures ► Telephone customer service recordings ► Advertisements and commercials ► Poems and songs ► Recipes (video versions) ► Online podcasts of news, weather, stories Listening Resources
- 18. 18 ► View a video of a family meal, comprehend some of the language and identify some cultural practices and products ► View a cooking video in the Target Language, comprehend the steps in cooking the dish, and identify cultural practices ► View a simple presentation on everyday foods for breakfast, lunch, and dinner in a Target Language country and comprehend the main ideas ► Listen to a Target Language advertisement for a food, comprehend the topic and the main idea ► Listen to an interview with someone comparing Target Language foods from different countries, and identify the main idea, some details and perspectives. Listening Activities
- 19. 19 ►Let’s take a look at how to structure listening activities and questions for all levels How to do it!!!!
- 20. 20 Step by Step Listening
- 21. 21 ►Identify the purpose and task ►Predictive activity based on title, speakers ►Cultural background ►Vocabulary resources- key words ►Set expectations ► Comprehension ► Main / supporting ideas ► Potential jobs Pre-Listening
- 22. 22 ► Sample pre-listening activities: ► looking at pictures, maps, diagrams, or graphs ► reviewing vocabulary or grammatical structures ► reading something relevant ► constructing semantic webs (a graphic arrangement of concepts or words showing how they are related) ► predicting the content of the listening text ► going over the directions or instructions for the activity Pre-Listening
- 23. 23 ► Global Comprehension – understanding the general ideas / meaning ► Holistic listening – listening to the whole text ► Also called Top Down Strategy ► Segmental listening – listening to specific pieces- ► Also called Bottom Up Strategy ► Multiple listening opportunities ► Set optimal conditions for student comprehension ► Appropriate length (2-3 minute maximum) While Listening
- 24. 24 ► Intensive (segmental) listening – zeroing in on particular segments of the text ► This step comes after students acquire global comprehension ► It supports obtaining more detailed understanding of segments ► It involves guessing the meaning of words or expressions ► It can lead to examination of certain grammatical structures ► If material is available online, students can concentrate on global comprehension in class then practice intense listening at home While Listening
- 25. 25 ►Sample while-listening activities ► listening with visuals ► filling in graphs and charts ► following a route on a map ► checking off items in a list ► listening for the gist ► searching for specific clues to meaning ► completing cloze (fill-in) exercises ► distinguishing between formal and informal registers While Listening
- 26. 26 ►Formative Assessment VS. ►Summative Assessment Post Listening
- 32. 32 Scaffolding Tasks by Level
- 36. 36 Scaffolding a Movie Trailer
- 38. 38 Speech
- 39. 39 Tour (Yabla)
- 40. 40 ►Yabla Spanish Website ►1,227 videos ►Yabla Yabla Site
- 41. 41 ►Great leveled listening pieces U of Texas Spanish
- 42. 42
- 43. Listening at the highest level Listening on the AP exam
- 44. 44 AP® French Language and Culture Exam
- 45. Exam Format – Multiple Choice
- 47. 47 Students work with a variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the French- speaking world. ► Literary and journalistic texts but also announcements, advertisements, letters, maps, tables, etc. ► Scripted dialogues but also radio interviews, podcasts, public service announcements, brief presentations, etc. ► Criteria for selection are comprehensibility (accent, pace, minimal background noise/overlap) and relevance to a course theme and to a topic that could interest students. ► Materials are reasonably chosen, but also reflect a range of cultural perspectives and linguistic features. The AP® Exam: Authentic Materials
- 48. 48 ► Students are provided contexts for doing exam tasks ► Advance Organizers ► The audio sources for the multiple choice sections are played twice ► The audio source for free response task #2 (the persuasive essay) is played twice ► Typically all audio sources last from 1 minute 30 seconds—2 minutes 30 seconds; no longer than 3 minutes ► The audio prompts for free response task #3 (the simulated conversation) are played once The AP® Exam: Contexts and Audio Sources
- 49. 49 SAMPLE: Audio Source Introduction Thème du cours : La quête de soi Vous aurez d’abord 1 minute pour lire l’introduction et parcourir les questions. Dans cette sélection il s’ agit des commentaires sur la politique libanaise faits par l’ écrivain de renom Jean-Marie Gustave Le Clézio. L’interview originale intitulée Le salon livre francophone de Beyrouth a été publiée le 1 novembre 2009 en France par Diane Galliot, journaliste pour Radio France Internationale. Jean-Marie Gustave Le Clézio a gagné le prix Nobel de littérature en 2008. La sélection dure à peu près deux minutes et demie. The AP® Exam: Advance Organizers Audio Source
- 50. 50 ► Mix of factual and interpretive questions ► Vocabulary in context ► Purpose of the text, point of view of speaker/writer ► Audience of the text ► Inferences and conclusions ► Questions of “cultural” or “interdisciplinary” nature that ask students to show an understanding of information contained in the text The AP® Exam: Multiple-Choice Items
- 51. 51 Directions (in English and French, printed side-by-side): You will write a persuasive essay to submit to a French-language writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio materials. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your persuasive essay, present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and thoroughly defend it. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs. The AP® Exam: Free-Response Questions Persuasive Essay (Presentational Writing)
- 52. 52 Stimuli: (1) A print source (journalistic article or literary text) that presents a clear opinion on the topic; opinion is different from that of the audio source (authentic source, may be excerpted) (2) A map with text, a chart, or a table that presents information on the topic — this source doesn’t have to present an opinion (authentic source) (3) An audio source (interview, report, or announcement) that presents a clear opinion on the topic which is different from the opinion in the print source (authentic source, may be excerpted) The AP® Exam: Free-Response Questions Persuasive Essay (Presentational Writing)
- 53. 53 ►10 world language modules on AP Central ►Released portions of AP exams on AP Central ►French, Spanish and Italian links on my website (Google “Ed Weiss”) Resources
- 54. Free-Response Questions: Presentational Mode The Essay What do students need to be able to do? Presentational Communication • Organize their comments and observations: – Presentational Writing: organization in clear paragraphs (introduction, body of essay with examples, conclusion) – Presentational Speaking: introduction, observations with examples, conclusion • Choose appropriate examples and cite/describe/explain them in their own words • Use transition words and phrases to facilitate the reader’s/listener’s understanding • Use a variety of communication functions: summarize, describe, explain, narrate, compare, persuade
- 55. Presentational Writing • The task is constructed so that the print source and the audio source present clearly distinct viewpoints. • Time management: Students have the printed material in front of them the whole time. – Print sources: For the first 6 minutes, scan the article and chart, and underline examples to use in the essay. – Audio sources: Take notes! The audio is played twice, but students must take notes in order to be able to pull an example or two to use in the essay. – Possible plan for writing time: 40 min. = 5 min. to outline, 35 min. to write
Editor's Notes
- #45: In the chart on this slide, you can see the types of questions that appear in each section of the AP French Language and Culture exam. You can also see the number of questions in each section, the weight, and the time allotted.
- #48: Content is always about something in the French-speaking world. Students will not, for example, read a standard news account of an American political happening in French. The material must highlight something happening in the French-speaking world. It is very important to include authentic print and audio texts for instruction and assessment throughout the course that represent the cultural and linguistic diversity of French speakers.
- #49: Students are given contexts for each exam task, that is, information about what they are about to read/listen to/interpret. This information appears in Advance Organizers that are standardized across the exam to give the same type of information throughout. We’ll show you some Advance Organizers in few moments. The audio sources for the multiple choice sections and for free response question two (persuasive essay) are played twice. The interpersonal speaking prompts in the simulated conversation are each played once.
- #50: This is an example of an Advance Organizer for an audio source. It is important to note that it tells students the length of the selection.
- #51: Click to add notes.
- #52: Such an item allows for a range of performance. High-performing students are able to make a point and substantiate it.
- #53: This assessment is highly structured. One print and one audio piece will present different viewpoints. The third piece of authentic material provides additional support information (for example, a chart or graphic providing data). The audio is played twice.