Comprehensive Input is essential to make learning a language easier to students

1. COMPREHENSIBLE INPUT
By Nora Nydia Acosta Arias
ELOY ALFARO MILITARY HIGH SCHOOL
JULY 24 th, 201

2. CRITICAL CONCEPTS
GUARDED
VOCABULARY
HANDS-ON
ACTIVITIES
VISUALS
COOPERATIVE
LEARNING
COMPREHENSIBLE
INPUT

3. 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

4. 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 .

5. 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.

6. COMMUNICATION
GRAMMAR
VOCABULARY
•Talk about the past
•Say good-bye
•Talk about
occupations
•The simple
past of be
•Some
occupations

7. 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

8. 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.

9. STRATEGY: IT’S ON MY BAG
ACTIVATION
HOT JOBS FOR THE 21ST CENTURY
• Students will predict the jobs that will be
mentioned in the article.
• Students will write their predictions in the
front face of their bag.

10. • Doctor
• Mental Health
and Substance
Abuse
Counselor
• Hotline
Handymen
• Game Designer
• Engineer
• Media Manager
• Virtual Reality
Actor
• Lawyer

11. CONNECTION
• In pairs, students will organize the article
they have in the bag.
• Students will share their answers in their
groups and with the teacher.
• Students will paste the story in their
bags.
• Students will make up concepts of
Hotline Handymen and Virtual Reality
Actors.

13. AFFIRMATION
• In small groups students will check out the
concepts, and select a spokesperson.
• They will share the concepts with the class.
• Individually they will answer 3 Comprehension
Questions and write their answers in their
bags. Pg. 58

15. A REFLECTION IN THE UNIT
• Difficult at the beginning.
• Change some activities suggested by the book.
• First lesson was especially complicated, but
then the rest of the lessons became less
difficult.
• The Strategy was completely aligned to the
Biography Driven Instruction Approach.
• Step by step the students will receive the
necessary scaffolding.
• The affective filter is kept low.

16. AH-HA MOMENTS
• We must ground our instruction on our students’
biography.
• Cooperative learning fosters a positive
interdependence, individual and group
accountability, critical thinking and self-reflection.
• Learning strategies must be explicitly taught.

17. FINAL COMMENTS
• The course has been very useful.
• This course has promoted my personal curiosity
and creativity.
• I am ready for a change.
• I am brave enough to go out from my comfort
zone and start working out new things inside my
classroom.
• I am willing to succeed because this means my
students’ success.

18. DALAI LAMA