El reto de las 4 destrezas INPUT: Reading and Listening

2. It's vital for this seminar your interaction
Interrupt Please

3. Input
Output
“You can’t produce what you don’t own
Inputs drive outputs”

4. 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
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:

5. Input
Output

7. Input
-understanding
-gaining knowledge
-or both
Using language receptively
Meaning/focused to get:

8. What do you think these conditions are for both
listening and reading?
Q:
Input exists if certain
conditions are present

9. 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

10. Input

12. 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.

13. 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

14. 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

15. 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:

16. 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

17. 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:

18. 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:

19. 3. Post-listening
Two 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:

20. Input

22. READING
Understanding written words,
phases, chapters, paragraphs to set the
basis for speaking and interact in
a language. Ut enim ad minim veniam.
Reading skills are the cognitive
processes used in making
sense of a text.

23. 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

24. 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
Do you encourage both types of reading in
your classes?
How?
Q:

25. 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:

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

27. Setting up a reading activity
1. Pre-class stages
2. Pre-reading stages
3. While-reading stages
4. Post-reading stages
What steps would you usually follow?Q:

28. 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:

29. '
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
Any danger on distributing the text before
explaining the task?
Can you share any ideas for pre-teaching
vocabulary you might have used?
Q:

30. 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:

31. 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:

32. 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

33. 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

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

35. for listening, reading and your output
Thank you