1.2 – Using the Target Language and Providing Comprehensible Input

In the first activity of this module, you shared a personal experience with comprehensible input.  If you haven’t already done so, please complete your posting to the first forum in this module before you begin this activity.  Now, with the assistance of internationally-known educator Dr. Myriam Met, we will explore two major components of comprehensible input: Visuals and context.  

Activity Details

Part 1

In this activity, we will learn about and watch examples of comprehensible input strategies through three video segments.  Before watching these videos, download and read/review the following feedback tool designed to document the use of the target language and providing comprehensible input:  

Comprehensible Input Feedback Form

Part 2

Watch the following three video segments with the document you just downloaded available. As you watch, even though you are not conducting a full-fledged observation, mark all of the strategies you see and hear discussed.   Please note that while the examples all feature immersion classes, the implementation of comprehensible input strategies is very similar if not the same as you would see in other contexts. 

Input 1


After you have viewed all three videos, read through the feedback tool as you think about each of the strategies you marked as observed.  How many of these strategies do you currently incorporate in your teaching?  You may choose to watch one or more of the videos again – an advantage of online courses! You may simply want to replay the videos in your mind.  You’ll use what you’ve learned from these videos in an upcoming discussion with your Peer Microteaching Group (PMG), a “Check for Understanding” quiz, and a final reflection activity.

To Continue

Once you’ve taken the time to reflect on what you’ve learned here, use the Navigation tab to continue to the next section, 1.3 – Strategies for Teaching in the Target Language.

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