1. PELT Listening Chapter 4 – Listening for advanced level learners
What is advanced listening ability according to ACTFL? (p.98)
What are the three broad syllabus issues for advanced listeners? (pp )
What are the five types of text authenticity? (p.102) What are the three types of task authenticity? (pp )
What are the principles for teaching listening to advanced learners? (pp )
What are some tasks and materials you could use with advanced learners? (pp )
How can you assess advanced learners (pp )

3. Three very broad syllabus issues
Discourse (advanced learners still need to improve their abilities to understand longer pieces of texts – e.g. interviews, lectures, news stories, etc.)
Culture (hidden meanings of individual words or phrases – i.e. connotations > need to develop cultural literacy)
Authentic texts (materials not made for language teaching – e.g. TV shows, movies, songs, newspapers, magazines, etc.)

4. Five types of text authenticity
Genuine text authenticity (created for some real-life purpose; no changes at all are made in the text – e.g. listen without interruption)
Altered text authenticity (changed for the classroom, but no change in meaning – e.g. break up into segments with vocabulary and discussion questions vs. listening without interruption)
Adapted text authenticity (text has been adapted by the classroom teacher; words and grammar structures are changed – usually to simply the text for lower level students)
Simulated text authenticity (created for the classroom and written by the author or teacher as if the material were real and as if for a real audience)
Inauthentic texts (created for the classroom with no attempt to make the materials resemble genuine authentic materials)

5. Three types of task authenticity
Genuine text authenticity (exists when learners do tasks in ways and for reasons they would in the real world – e.g. a listening center with DVDs, CDs, the Internet, etc. and no specific demands to complete an assignment/task)
Simulated text authenticity (is some attempt to copy real life within the context of the classroom, but the focus is on language learning – e.g. asking learners to extend a conversation they have heard by role playing the characters and figuring out what might have happened next in the conversation)
Pedagogical task authenticity (occurs when there is no attempt to copy real life, but the task is useful within the context of the classroom – e.g. discriminating between sets of numbers like 15 and 50 > useful practice that can be applied to real life later)

6. Principles for teaching listening to advanced level learners
Build on what learners already know about listening (teach learners to listen more strategically)
Teach culture as well as the language
Help learners understand the structure of longer texts

7. Tasks and materials for advanced level learners
Condensing (listening to a text and writing down its essentials)
Extending (integrating other skills – e.g. speaking > personal opinions)
Modeling (using the listening text as a model for, say, role playing)
Conversing (talking about the content)
Songs, movies, TV, stories (authentic material; culture; enjoyment)

8. Assessing advanced learners
Standardized tests (norm-referenced assessment scores – e.g. TOEFL, TOEIC, SAT, GRE, etc.)
Portfolios (a folder or binder that contains examples of the learners work > purpose is to show what the learner can do; learners reflect on their progress)

9. PELT Listening Chapter 4 – Additional (reflective) questions
Now that you are an advanced level learner in English, what things are easier to do? What still proves to be difficult? Why?
What (do you think) are some of the most helpful ways to develop your English language proficiency at this stage? How much effort do you make (on a regular basis) to improve your language ability? What could you do more of? Should do less of?
What information in the chapter will be the most beneficial to you in the classroom?