COMPREHENSIBLE INPUT

By Nora Nydia Acosta Arias

ELOY ALFARO MILITARY HIGH SCHOOL

JULY 24 th, 2014

CRITICAL CONCEPTS

GUARDED VOCABULARY

HANDS-ON ACTIVITIES

VISUALS

COOPERATIVE LEARNING

COMPREHENSIBLE INPUT

CRITICAL CONCEPTS COMPONENTS

1. HANDS ON ACTIVITIES • STUDENTS LEARN BY DOING• THEY WILL MAKE BETTER CONNECTIONS

WITH NEW KNOWLEDG IF THEY MANIPULATE THINGS

2. GUARDED VOCABULARY • TEACHER MUST CLASSIFY VOCABULARY INTO 3 TIERS:

• TEACHER SELECTS CAREFULLY WHICH VOCABULARY STUDENTS WILL BE FOCUSING ON ACCORDING TO THEIR LEVEL

• TEACHER GIVES CLEAR EXPLANATIONS OF NEW VOCABUALRY TO HELP STUDENTS UNDERSTANDING

3. COOPERATIVE LEARNING • STUDENTS LEARN BETTER IN GROUPS• SLOWER STUDENTS WILL BE HELPED BY

FASTER ONES• GROUP CONFIGURATIONS MUST BE

DIFFERENT ACCORDING TO THE CLASS OBJECTIVE

4. VISUALS • USE GRAPHICS TO HELP CONNECTIONS• PICTURES, VIDEOS

APPLYING COMPREHENSIBLE INPUT IN CLASS

• CHECK THIS LESSON PLAN

• THERE IS A CAREFUL SELECTION OF VOCUBULARY AND MATERIAL

• THERE ARE HANDS’ ON ACTIVITIES INCLUDED

• THERE IS A VARIED GROUPING CONFIGURATION TO MAKE COLLABORATIVE ACTIVITIES .

ECUADORIAN STANDARS FOR ENGLISH AS A FOREIGN LANGUAGE

LEVEL A1

LISTENING

Recognize expressions, words, and sentences in simple spoken texts related to the learner’s personal, educational, and social background.Follow speech which is very slow and carefully- articulated, with long pauses for them to assimilate meaning within the personal, educational, and domains.

SPEAKING

PRODUCTON Produce slow, hesitant, planned dialogues

SPEAKING INTRODUCTION

Interact and participate in brief informal discussions in a simple way by asking and answering simple questions about the learners’ personal, educational, and social background. Communication is dependent on repetition at a slower rate of speech, rephrasing, and repair.

READING

Understand and identify simple informational, transactional, and expository texts—a single phrase at a time—picking up familiar names, words, and basic phrases and rereading as required.Extract the gist and key information items from simple informational, transactional, and expository texts.

WRITING

Produce informational, transactional, and expository texts consisting of a sequence of simple sentences that have more detail and show more variety in lexical range and sentence structure.

COMMUNICATION

GRAMMAR

VOCABULARY

•Talk about the past

•Say good-bye

•Talk about occupations

•The simple past of be

•Someoccupations

Class Profile:

•“ELOY ALFARO ” Military High School

•English Language

•3rd year of Bachillerato

Total # of Students: 40

P = 13 students in the Preproduction stage

EP = 19 students in the Early Production stage

S = 8 students in the Speech Emergence stage

CONTENT OBJECTIVE:

LANGUAGE OBJECTIVES

• Speaking : - In pairs, talking about hot jobs for the 21st centuries using it’s in my bag strategy

• Reading : - In groups, organizing an article in the “bag”.

• Writing : - Individually answering some Comprehension questions in the bag..

To identify different occupations.

STRATEGY: IT’S ON MY BAG

ACTIVATION

HOT JOBS FOR THE 21ST CENTURY

• Students will predict the jobs that will bementioned in the article.

• Students will write their predictions in thefront face of their bag.

• Doctor

• Mental Health

and Substance

Abuse

Counselor

• Hotline

Handymen

• Game Designer

• Engineer

• Media Manager

• Virtual Reality

Actor

• Lawyer

CONNECTION

• In pairs, students will organize the articlethey have in the bag.

• Students will share their answers in theirgroups and with the teacher.

• Students will paste the story in theirbags.

• Students will make up concepts ofHotline Handymen and Virtual RealityActors.

AFFIRMATION

• In small groups students will check out theconcepts, and select a spokesperson.

• They will share the concepts with the class.

• Individually they will answer 3 ComprehensionQuestions and write their answers in theirbags. Pg. 58

A REFLECTION IN THE UNIT• Difficult at the beginning.

• Change some activities suggested by the book.

• First lesson was especially complicated, butthen the rest of the lessons became lessdifficult.

• The Strategy was completely aligned to theBiography Driven Instruction Approach.

• Step by step the students will receive thenecessary scaffolding.

• The affective filter is kept low.

AH-HA MOMENTS

• We must ground our instruction on our students’biography.

• Cooperative learning fosters a positiveinterdependence, individual and groupaccountability, critical thinking and self-reflection.

• Learning strategies must be explicitly taught.

FINAL COMMENTS

• The course has been very useful.

• This course has promoted my personal curiosityand creativity.

• I am ready for a change.

• I am brave enough to go out from my comfortzone and start working out new things inside myclassroom.

• I am willing to succeed because this means mystudents’ success.

DALAI LAMA