Presentation on theme: "Comprehensible Input"— Presentation transcript
Slide1
Comprehensible Input
By Michael
Marchman
, Raymond Cramer and Ryan WillieSlide2
What is Comprehensible Input
“Comprehensible input means that students should be able to understand the essence of what is being said or presented to them
.”
A critical concept for second-language development for students with and without learning difficulties is comprehensible.
This does not mean, however, that teachers must use only words students understand. In fact, instruction can be incomprehensible even when students know all of the words.
Students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using. Slide3
Video:
http://
www.youtube.com/watch?v
=mTnHonxao70Slide4
Speech Appropriate for Student’s Proficiency Levels
Speech refers to:
(1) Rate and enunciation (how the teacher speaks)
(2) Complexity of speech (what is said)
Students at the beginning levels of English proficiency benefit from teachers who slow down their rate of speech, use pauses and enunciate clearly while speaking.
For advanced and transitional students, teachers should use a rate of speech that is normal for a regular classroom.
Idioms- common saying that can not be translated exactly.
Examples: “below the belt” for unfair, “put one’s foot down” meaning to be firm.
Paraphrasing and repetition are also useful practices that enhance understanding. Slide5
Clear Explanation of Academic Tasks
English learners at all levels perform better in academic situations when the teacher gives clear instructions for assignments and activities.
It is critical for English learners to have instructions presented in a step by step manner, preferably modeled or demonstrated for them.
Oral directions should always be accompanied by written ones, so the student can always refer back to them at a later time.
Showing students what constitutes good writing, explaining it clearly, and providing opportunities to practice will result in improved writing. Slide6
Variety of Techniques Used to Make Content Concepts Clear
1.) Use gestures, body language, pictures and objects to accompany speech.
For example, When the teacher says, “We’re going to learn about the three forms of water,” the teacher holds up three fingers.
2.) Provide a model of a process, task, or assignment.
3.) Preview material for optimal learning
4.) Allow alternative forms for expressing their understanding of information and concepts.
5.) Use multimedia and other technologies in lessons.
Teachers may use power point slides or relevant websites as supplements to a presentation. In doing so, they not only provide more visual support but also model the use of technology. Slide7
Variety of Techniques Used to Make Content Concepts Clear cont…
6.) Provide repeated exposures to words, concepts and skills.
7.) Use sentence strips.
8.) Be succinct.
9.) Use graphic organizers effectively.
10.) Audiotape texts for comprehension.
A taped version of the texts not only allows for multiple opportunities to hear the text, but the reader who records the tape can modify it to proficiency levels.
