It's vital for this seminar your interaction

Interrupt Please

Input

Output

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

Input vs. OutputThe input skills should precede the output skillsThe brain of the beginner student is like an empty warehouse that must be filled with the information

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?

Q:

Input

Output

Input

-understanding-gaining knowledge-or both

Using language receptivelyMeaning/focused to get:

What do you think these conditions are for both listening and reading?

Q:

Input exists if certainconditions are present

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

LISTENINGUnderstanding written words,phases, chapters, paragraphs to set thebasis for speaking and interact ina language. Ut enim ad minim veniam.

Listening is identifying and understanding what others are saying.

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

The basic framework on which you can construct a listening lesson can be divided into three main stages

Listening

What main stages can you think of?

Which one do you usually focus on more or you find more challenging?

Q:

1 Pre-listening, during which we help our students prepare to listen2 While-listening, during which we help to focus their attention on the listening text and guide the development of their understanding3 Post-listening, during which we help the students to integrate what they've learnt into their existing knowledge

1. Pre-listening• Motivation• Contextualisation• Preparation

What are your ideas to do this?

Do you agree that most of the problems that could hap-pen in the listening can be anticipated in this one?

How?

What if a student is late?

Q:

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

How do you usually manage physical setting, accents, speed or other potential problems?

Do you consider differentiation?

Q:

3. Post-listeningTwo common forms the tasks can take• Reaction to the text• Analysis of language features used

What happens when the students just don‘t react?

Do you usually do some more focus on form work?Q:

Input

READINGUnderstanding written words,phases, chapters, paragraphs to set thebasis for speaking and interact ina language. Ut enim ad minim veniam.

Reading skills are the cognitive processes used in making sense of a text.

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

Have you thought of these particular skills on the language you teach?

Q:

Reading

Types of ReadingExtensive reading unproblematic self/chosen materials for information and enjoymentIntensive reading slow careful reading focused on the language rather than the text

Do you encourage both types of reading in your classes?

How?

Q:

Reading strategies• using titles and illustrations to understand

a passage• skimming• scanning• summarizing• guessing word meanings• becoming aware of the reading process• taking risks

How do you encourage your students to learn and use these strategies?

Q:

READINGUnderstanding written words,phases, chapters, paragraphs to set thebasis for speaking and interact ina language. Ut enim ad minim veniam.

Setting up a reading activity1. Pre-class stages2. Pre-reading stages3. While-reading stages4. Post-reading stages

What steps would you usually follow?Q:

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

Do you usually look for your own text or relay on textbooks?

Q:

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2. Pre-reading stagesArouse 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

Any danger on distributing the text before explaining the task?

Can you share any ideas for pre-teaching vocabulary you might have used?

Q:

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

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?

Q:

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

What do you suggest can be done after the text has been read or what works for you?

Q:

Ideas for reading activitiesComprehension questionsMixed-up paragraphs or textsProvide a titleJigsaw readingSummarizeGapped textSpot the mistakeContrast textList the text

How do you encourage your students to learn and use these strategies?

Q:

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

Design a challenging scenario for your fellow

teachers.They will give you advice

for listening, reading and your output

Thank you