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Interrupt Please
It's vital for this seminar your interaction

“You can’t produce what you don’t own
Inputs drive outputs”

Input
Output

Input vs. Output The input skills should precede the output skills The brain of the beginner student is like an empty warehouse that must be filled with the information Q: Do you agree with this idea? How about integrated skills? In your opinion what would be the natural sequence the learning should follow at the beginning stages of foreign languages? .

Input Output .

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Input Using language receptively Meaning/focused to get: -understanding -gaining knowledge -or both .

Input exists if certain conditions are present Q: What do you think these conditions are for both listening and reading? .

Input exists if certain conditions are present: • Most of what the learners are listening to or reading is already familiar to them • The learners are interested in the input and want to understand it • Only a small proportion of the language features are unknown to the learners • The learners can gain some knowledge of the unknown language items • There enough quantities of input .

Input .

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Listening is identifying and understanding what others are saying. paragraphs to set the basis for speaking and interact in a language. LISTENING Understanding written words. . phases. chapters. Ut enim ad minim veniam.

As a result of listening the students • gain independence as learners • they refine their grammar • they increase their own vocabulary • they improve pronunciation .Listening is identifying and understanding what others are saying.

vocabulary and grasping meaning The micro/skills involved are: • predicting • guessing • using owns previous knowledge • retaining/summarizing • recognizing • understanding intonation • grasping inferred information .Listening involves understanding grammar. accent.

Listening The basic framework on which you can construct a listening lesson can be divided into three main stages Q: What main stages can you think of? Which one do you usually focus on more or you find more challenging? .

during which we help to focus their attention on the listening text and guide the development of their understanding 3 Post-listening. during which we help the students to integrate what they've learnt into their existing knowledge . during which we help our students prepare to listen 2 While-listening.1 Pre-listening.

Pre-listening • Motivation • Contextualisation • Preparation Q: What are your ideas to do this? Do you agree that most of the problems that could happen in the listening can be anticipated in this one? How? What if a student is late? .1.

etc.2. accents.) • They can be given thinking space between tasks i. While-listening • Students need to be given a reason to listen that will focus their attention • Tasks should be graded for each listening opportunity. checking answers in pairs Q: How do you usually manage physical setting. (listening to attitude. conclusion.e. speed or other potential problems? Do you consider differentiation? . detail.

3. Post-listening Two common forms the tasks can take • Reaction to the text • Analysis of language features used Q: What happens when the students just don‘t react? Do you usually do some more focus on form work? .

Input .

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phases.Reading skills are the cognitive processes used in making sense of a text. chapters. paragraphs to set the basis for speaking and interact in a language. READING Understanding written words. Ut enim ad minim veniam. .

Every language requires a different repertoire of reading skills based on • structure of the language • literacy habits Q: Have you thought of these particular skills on the language you teach? . This processes are employed unconsciously and automatically for fluent readers.Reading Reading skills are the cognitive processes used in making sense of a text.

Types of Reading Extensive reading unproblematic self/chosen materials for information and enjoyment Intensive reading slow careful reading focused on the language rather than the text Q: Do you encourage both types of reading in your classes? How? .

Reading strategies • using titles and illustrations to understand a passage • skimming • scanning • summarizing • guessing word meanings • becoming aware of the reading process • taking risks Q: How do you encourage your students to learn and use these strategies? .

phases. paragraphs to set the basis for speaking and interact in a language. chapters. .READING Understanding written words. Ut enim ad minim veniam.

While-reading stages 4.Setting up a reading activity 1. Post-reading stages Q: What steps would you usually follow? . Pre-class stages 2. Pre-reading stages 3.

grammar. cultural mentions.1.) • Define the reading skills to focus on hence the tasks • Cut. Pre-class stages • Find a text • Analyse the text and its difficulties (vocabulary. change. add pictures.. improve your text Q: Do you usually look for your own text or relay on textbooks? ..

' 2. Pre-reading stages Arouse the students' interest or curiosity: Activate their background or knowledge • Get them to predict or just discussion about the subject • Elicit some vocabulary • Pre-teach or check vocabulary • Make the task clear to the student • Distribute the text Q: Any danger on distributing the text before explaining the task? Can you share any ideas for pre-teaching vocabulary you might have used? .

in pairs. against the clock • Encourage students to guess meaning of unknown words/Phrases • Help but look for opportunities to get students to predict or elicit from other students Q: What if someone has read it already? What to do with a bored student or someone that finds it too hard? How to make the reading task enjoyable or more fun? . timed.3. at home. While-reading stages • Define how the text should be read: aloud.

4. Post-reading stages • Get the students to check their answers • Get feedback from the whole class • Allow time to react to ideas not only the language • integrate with other activities such as writing or speaking Q: What do you suggest can be done after the text has been read or what works for you? .

Ideas for reading activities Comprehension questions Mixed-up paragraphs or texts Provide a title Jigsaw reading Summarize Gapped text Spot the mistake Contrast text List the text .

creating a role play based on a text Q: How do you encourage your students to learn and use these strategies? .Reading activities 2 (integrative) .dramatizing interviews based on the text .reacting .listening for key words in a video or tape .

They will give you advice .Design a challenging scenario for your fellow teachers.

reading and your output .Thank you for listening.