Interrupt Please

It's vital for this seminar your interaction

You cant produce what you dont 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

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

Listening is identifying and

understanding what others
are saying.

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

Listening is identifying and

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

Listening involves understanding

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

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?

1 Pre-listening, during which we help our

students prepare to listen
2 While-listening, 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

1. 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?

2. While-listening

Students need to be given a reason to listen

that will focus their attention
Tasks should be graded for each listening
opportunity. (listening to attitude, conclusion,
detail, etc.)
They can be given thinking space between
tasks i.e. checking answers in pairs

Q: How do you usually manage physical setting, accents,

speed or other potential problems?
Do you consider differentiation?

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 dont react?

Do you usually do some more focus on form work?

Input

Reading skills are the cognitive

processes used in making
sense of a text.

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

Reading

Reading skills are the cognitive processes used

in making sense of a text.
This processes are employed unconsciously and
automatically for fluent readers.
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?

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?

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

Setting up a reading activity

1. Pre-class stages
2. Pre-reading stages
3. While-reading stages
4. Post-reading stages

Q: What steps would you usually follow?

1. Pre-class stages
Find a text
Analyse the text and its difficulties (vocabulary,
grammar, cultural mentions...)
Define the reading skills to focus on hence the
tasks
Cut, 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?

3. While-reading stages
Define how the text should be read: aloud, in pairs,
timed, at home, 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?

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

Reading activities 2 (integrative)

- reacting
- dramatizing interviews based on the text
- listening for key words in a video or tape
- creating a role play based on a text

Q: How do you encourage your students to learn and use

these strategies?

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

Thank you
for listening, reading and your output