At this point in the module, let’s pause for a moment to reflect on what we’ve accomplished:
We engaged in a whole course conversation around comprehensible input to activate our background knowledge on the subject, sharing strategies we’ve used and taking advantage of the collective experience of all participants to identify other strategies and practices.
We heard from an international expert on the topic of comprehensible input and keeping instruction in the target language.
We used a feedback form to identify how teaching demonstration videos used visuals and context to provide comprehensible input.
With a a broader understanding and context for this topic, let’s now learn from another international educator, Helena Curtain, who will offer her perspective on comprehensible input. We will read a short article that discusses seven strategies for providing comprehensible input.
Carefully read the article. As you read, you’ll notice that the article maintains a focus on keeping instruction in the target language. While this is important to keep in mind, let’s pay more attention to the actual strategies shared for providing comprehensible input, beginning at the bottom of page 4.
Keep a copy of this article nearby for your first discussion with your Peer Microteaching Group in the next activity.
When you’ve carefully read this article, use the Navigation tab to continue to the next activity, 1.4 – Collaborating with your Peer Microteaching Group.