English Language Institute

University of Pittsburgh

Program Goals, Course Goals, and Course Objectives

LEVEL 4 LISTENING

Level 4
Program Goals / Level 4
Listening Goals / Level 4
Listening Objectives
  1. Students will learn to analyze, synthesize, and infer from medium-length/multi-paragraph texts. Students also will be introduced to the evaluation of texts.
/ Students will analyze multi-paragraph texts, charts, and graphs in academic, personal and professional contexts to identify main ideas and specific details that support the main ideas.
Students will analyze devices of coherence and cohesion in academic, personal and professional contexts.
Students will summarize the main ideas of texts in academic, personal and professional contexts.
Students will recognize reduced forms in academic, personal and professional contexts.
Students will make inferences in academic, personal and professional contexts. / Given medium-length oral passages on academic, personal & professional topics.
SWBAT1:
  • answer main idea questions
  • extract specific information:
-to answer factual questions
-to answer opinion questions
-to answer why-questions (reasons)
-identify numerical information
-complete charts and graphs
-identify examples
  • identify signals recognized by speakers (e.g. topic change, chronological order, introduction, and conclusion)
  • complete or construct an outline of a text
  • incorporate abbreviations, key words, timelines into notes
  • Recognize a summary that limits content to the main ideas and key supporting details of a text
  • aurally map reduced forms to non-reduced forms and vice-versa in spoken texts
  • use information from the text to answer inference questions

2. Students will learn to create medium-length/multi-paragraph written and spoken texts to express, extend, and elaborate their own ideas, to represent, extend, and elaborate on the ideas of others.
3. Students will interact via responding to written texts and interlocutors & eliciting written or spoken information on personal, practical, social, and general academic topics. Interaction will include clarifying and negotiating meaning. Students also will be introduced to abstract topics.
4. Students will use and interpret language in socio-culturally appropriate ways, including recognizing & using different registers and styles. Students will be introduced to the concept of language variety (e.g. slang, commonwealth & North American varieties). / Students will identify genre and intended audience / SWBAT1:
  • identify the appropriate genre to describe a spoken text
  • identify the intended audience of a spoken text

5. Students will use targeted lexical, phonological, morphological and syntactic elements at a high-intermediate level. / Students will comprehend meaning of selected lexical items from the ELI word list2 and additional target words.
Students will recognize part of speech of selected lexical items from the ELI word list2 and additional target words in social, broadcast, and academic language.
Students will derive meaning of unknown vocabulary using contextual cues
Students will use stress and intonation cues to interpret meaning
Students will map phonemes and graphemes / SWBAT1:
  • identify the definition provided within the sentence related to the unknown word
  • identify the appropriate word or definition to complete a given vocabulary-focused activity
  • recognize target words and their inflected and common derivational morphological variants in context
  • listen for morphosyntactic information (including articles, affixes, sentence position) to distinguish between types of information (reasons, numerical, description, letters, names, etc.)
  • discriminate between intonation patterns to understand emotion from tone of voice
  • discriminate between intonation and stress patterns to interpret meaning
  • transcribe dictated texts at various levels

Students will recognize appropriate word order in subordinate clauses. / SWBAT1:
  • recognize complex sentences using some time adverbials (when, before, after)
  • recognize subject and possessive relative clauses
  • recognize reduced active relative clauses
  • recognize complement clauses using gerunds and infinitives

Students will recognize questions and simple modals. / SWBAT:1
  • recognize correctly structured yes-no and wh questions with do-support when needed
  • recognize simple modals such as can, could, should, must, have to, might, would

Students will recognize negative structures. / SWBAT:1
  • recognize negative do-support in main and subordinate clauses
  • recognize negative modals in simple and complex sentences

Students will recognize intermediate verb morphology and verb phrases. / SWBAT:1
  • recognize past tense and past progressive sentences
  • recognize simple and progressive present perfect sentences with the indefinite past meaning
  • recognize future tense sentences with will and present progressive
  • recognize sentences using modals and semi modals of possibility (could, may), necessity (have to/must
  • recognize sentences using past modals of obligation and belief (should have/must have + past participle)
  • recognize verb phrases with common adverbs description, manner and frequency

Students will recognize and some noun phrase structures. / SWBAT:1
  • recognize count and non-count abstract nouns
  • recognize article use to distinguish between specific and general
  • recognize articles to distinguish between specific and general meanings in a concrete focused context
  • recognize noun phrases with adjectives
  • recognize adjectival comparatives involving –er,than, as ...as and comparative adjective and comparative adverb structures
  • recognize quantifiers such as most/most of, some/any, many/much, little/few some, all,

Students will recognize some hypotheticals. / SWBAT:1
  • recognize wish structures in present time
  • recognize present unreal conditionals

Students will recognize passive voice structures. / SWBAT:1
  • recognize passive voice structures in most tenses
  • recognize passive voice structures in present and past tenses

Students will recognize phrasal verbs. / SWBAT:1
  • recognize basic separable phrasal verbs
  • recognize basic inseparable phrasal verbs

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11/13/07

1. SWBAT = Students will be able to ...

2. The ELI word list is a list of very frequently used words and is compiled by feeding the Coxhead list into the BNC Vocabulary Profiler: [