Listen Up! Using Audio Books For English Teaching

Listen Up!Using Audio Booksfor English TeachingPresenter: Jennifer Hodgson americanenglish.state.gov

Audio Book SeriesDownloadable text and audio at: americanenglish.state.gov

to download audio files: right click on the file, select “save link/target as”

Benefits of UsingAudio Books withEnglish LanguageLearnersCan you thinkof anybenefits?

Why Use Audio Books? Exposure to patterns, intonation, expressions, different accents& dialects, and pronunciation of a language Provides example of fluent reading Dramatized audio books can increase students interest in thetext Allows “readers” to enjoy a book at their interest level, even if itis above their reading level Students can work at the same pace With text & audio: a multisensory approach to reading Supports auditory learners Helps with literacy development Improves comprehension of text

Ways to UseAudio Books inthe Classroomand Beyond WholeClass ReadingCenters (In Groups) ClassroomManagement Independently

Reading Centers (Groups)Classroom Setup 1Classroom Setup 2

“Audio Books & Literacy”Dr. Frank Sarafinihttp://www.audiobookexpress.ca/Audiobooks Literacy.pdf

ClassroomManagement Rewards Warm-ups, closings,transitions During “boring” tasks Ex: clean-upIndependently Commuting/Travelingtoand from school While Andoing daily choresincentive program

Reading & Listening Skills VocabularyBuilding Listening/ReadingComprehension Listening/Readingfor Details Summarizing Prediction Analysis& Sequencing

Vocabulary Building Listening for Vocabulary High frequency words New vocabulary (places in a town, emotions, etc.)Highlighting a specific grammar point (articles, forms of “to be”, question words, etc.)(example: present perfect verbs, going to)Activities Raise hand Stand up Tally Categorizing

Vocabulary BuildingActivity 1: Listening for Vocabulary Assigneach student (or groups of studentsdepending on class size) one word that theywill hear. Havestudents stand up (raise their hand ortally) each time they hear their assigned word.If the word is an action word, they can stand upand do the action.

Vocabulary BuildingActivity 1: Listening for VocabularyIn chapter 36 of TheAdventures of HuckleberryFinn, students will hearthese four words. Assigneach student one of thesewords. Have them standup each time they heartheir assigned word.Raise your handeach time you hear:RatsPoisonous SnakesBugsHarmless Snakes

Vocabulary BuildingActivity 2: CategorizingIn chapter 1 of The Autobiography of MarkTwain, students will hear Mark Twaindescribe his hometown. Have students make alist of the places they hear. Next, havestudents listen again and make a list of all ofthe descriptions of the places they hear.

Vocabulary BuildingActivity 2: CategorizingLocations in a City/Town/VillageNouns

Vocabulary BuildingActivity 2: CategorizingLocations in a rchSchool houseStore

Vocabulary BuildingActivity 2: CategorizingLocations in a chSchool houseStoreDescription

Vocabulary BuildingActivity 2: CategorizingLocations in a City/Town/VillageNounVillageDescriptionHouseMade of logs, not of brick or stonePalaceStreetsA couple hundred yards, thick black mud inwet times, deep dust in dry timesChurchMade of logsSchool houseis the churchStoressmall

Vocabulary BuildingActivity 2: Categorizing Whatare some words or phrases that your studentsmight not understand? Whatare some concept checking questions you mightask? Was there a palace in the town?Do you think Mark Twain’s house was big or small? How do youknow?The streets were “a couple of hundred yards”? What unit ofmeasurement (used in our country) is similar to yards (used inAmerica)?

Vocabulary BuildingActivity 2: CategorizingIn pairs, have students discuss what theybelieve the town to look like (based on thedescriptions) and draw a picture or map ofthe town.

Sequencing & SummarizingActivity 3 Have students listen to a segment of a story(preferably with a lot of action) 2-3 times andquickly write down what happens in the story. Next, have students rewrite what happens incomplete sentences In pairs, have students compare their stories. In pairs, have students select 4-6 of the mostimportant parts write their sentences on stripsof paper. Have each pair mix their sequence and tradewith another group. Each group should try to sequence the othergroup’s cards.

Character ComparisonActivity 4In chapter 1 of The Adventures of Tom Sawyer,students will hear Aunt Polly and Tom interact.Have students describe each character basedon their interactions.

Character ComparisonActivity 4Aunt PollyTom Sawyer

Character ComparisonActivity 4HuckTomPhysicalDescriptionPersonality TraitsFeelings/EmotionsAlternative Graphic OrganizerJim

PredictingActivity 5In the beginning of The Gift of the Magi (0:24-0:55),students will listen to the very beginning.Then they will make a prediction (or creativestory) of what they think will happen.

Predicting HaveActivity 5students listen to a piece of thestory 2-3 times. Put students in pairs or groups and havestudents create a scenario to finish thestory Have students perform act 2 of the storyor have students write part 2 of the story OtherActivities: Chain story Writing a prequel

Additional Resources forAudio Books & Lesson Ideas

Ideas for Teaching with Audio Bookslearningthroughlistening.org

Audio files for English Language Learnersesl-bits.net

Free Audio Books & eBooksopenculture.com

Visit our WebsiteAccess 8 audio books for English Language LearnersAccess other downloadable resources for teachingamericanenglish.state.gov

Have students listen to a piece of the story 2-3 times. Put students in pairs or groups and have students create a scenario to finish the story Have students perform act 2 of the story or have students write part 2 of the story Other Activities: Chain story Writing a prequel Predicting Activity 5