Lesson Plan
Yi_yi1002
April9SIOP.pptxSIOP Interaction and Comprehensible input
April 9
Upcoming
Teaching philosophy due tomorrow midnight
D2L posting due this week
Presentation on Communicative language teaching
Presentation on Task-based language teaching this Friday
Quiz #9 due this Friday
3
Opportunities
for
Interaction
Grouping
Configurations
Wait
Time
Clarification
of
Concepts
in the L1
3
4
Clarify Concepts in the L1
Controversial
L1 clarification can come from a bilingual teacher, bilingual TA, peer, or materials/resources written in the students’ L1 such as Internet translation sites and bilingual dictionaries (book & electronic formats).
4
Three teaching scenarios
Mr. Charles
How did he help students build background knowledge?
Bridge the gap between past learning and new learning
Concepts Linked to their background knowledge
Developing key vocabulary
How did he create opportunities for interaction?
Wait time
Grouping
L1 use
Teacher – student interaction vs. peer interaction
5
Comprehensible input
What’s comprehensible input?
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7
Comprehensible
Input
Appropriate
Speech
Explanation of
Academic
Tasks
Use of
Techniques
8
Basic Linguistic Modifications
Clear enunciation
Adjust rate of speech
Repetition
articulate words clearly and distinctly
8
9
Some Linguistic Modifications
Reduction in complexity:
Lexical choice
Simpler syntactic structure
SVO word order
Avoidance of embedded clauses at lower levels of proficiency
cognate, use
9
10
Attention to use of jargon, idiomatic speech.
Meaning of a true idiom cannot be predicted from the literal meaning of its components
e.g., a good rule of thumb, right off the bat, in a nutshell.
rough principle
right off the bat: immediately, first thing, at once, right off the bat, I could tell that the plan had no chance of success,
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11
Comprehensible
Input
Appropriate
Speech
Explanation of
Academic
Tasks
Use of
Techniques
12
Explanation of Academic Tasks
Clear instructions
Presented in a step-by-step manner
Presented orally and visually
Oral instructions accompanied by instructions in written form posted so students can refer back to them.
Addition of a visual representation and/or demonstration of what is expected.
13
Explanation of Academic Tasks
Some comments from ELs in sheltered classes published in an article in 1998:
“She doesn’t explain it too good. I don’t understand the words she’s saying because I don’t even know what they mean.”
“She talks too fast. I don’t understand the directions.”
“He talks too fast. Not patient.”
“It helps when he comes close to my desk and explains stuff in the order that I have to do it.”
14
Comprehensible
Input
Appropriate
Speech
Explanation of
Academic
Tasks
Use of
Techniques
15
Use of Techniques
Some elements we’ve discussed
Adapting content to proficiency level: graphic organizer; outline; mini-lesson on background information
Highlighting key vocabulary
Gestures and Body Language
Modeling
Hands-on activities
Pictures and other visual aids
Multimedia
Real objects
