Comprehensible Input, Interaction, and Output

Running Head: COMPREHENSIBLE INPUT 1

Comprehensible Input, Interaction, and Output

EDU 642 Understanding & Teaching English Language


Comprehensible Input, Interaction, and Output

In an English language learning classroom, comprehensible input and

output is an important factor in the students ability to learn. This means the

students are able to understand what is occurring within the classroom, even if

they do not understand the teacher word for word (Pruitt, 2009). When students

receive input from an instructor, it actually benefits them to learn new words, so

when a teacher uses words they do not understand in context; it helps the

students identify new vocabulary words. Teachers can use this strategy by

providing familiar context and background information to the students. Offering

cues such as visual cues, or words they are already familiar with will help

teachers develop this strategy (Teacher Vision, 2013).

In this activity, the target audience will be of high school aged students.

These students have been in class together all semester and have become

comfortable with one another. The students enjoy interacting and being social,

so this activity is perfect for them. The standards being addressed will be for the

students to answer open ended questions and document them. This will allow

students to build a better vocabulary, while having fun interacting and learning

more about their peers (Myers, 2011).

During the pre-teaching session, the teacher will discuss some of the

vocabulary words, and some of the students favorite things to do outside of

school. Teachers will warm up the class with a group discussion centered on this

topic. Then, the students will be divided into groups.


The activity in the lesson plan involves collective interviews. Students will

be placed into groups as small or large as necessary as deemed by the

instructor. Students will be given questions written on paper by the teacher to

ask their peers, and their peers will respond in a detailed or creative way. This

activity has the potential to be silly, which is fine as long as the students give

appropriate answers. The questions asked will be on a variety of subjects chosen

by the instructor, and will apply to the students level of knowledge.

The formative assessment will be based on group participation. The

students must prove to the teacher and to the group that they understand the

comprehensive input, and are able to provide comprehensive output. The

students will be evaluated on their active participation and grasp of the

conversations.

Collective Interviews

Subject/Course: ELL

Topic: Comprehensive Input/Output

Level: High School

Lesson Duration: 1 hour

Materials/Equipment:

Interview Questions

Paper

Pens or Pencils

Lesson Objectives:


Students will interact with one another as a group. They will be able to tell

others about themselves, and ask questions to identify information about others.

They will develop a new vocabulary in the English language, and will be able to

learn about their peers.

Summary of Tasks/Actions:

Students will be divided into groups. Each group will be given an open

ended question to ask one another. They will interview others using the questions

given to them, and the other student will answer the questions. The students will

document this and the teacher will review. The teacher will ask the students to

turn the question into superlatives. For example, the class will determine what

group had the best answers, or who had the most creative situation. Students

are free to get lively and be creative, while obtaining a new vocabulary.


References

Myers, A.G. (2011). 25 Ways To Find or Create Comprehensible Input. Retrieved

from http://www.everydaylanguagelearner.com/2011/06/02/24-ways-to-

find-or-create-comprehensible-input/

Pruitt, K. (2009). Increasing Comprehensible Input in Vocabulary Instruction.

Retrieved from http://www.slideshare.net/rkpruitt1/increasing-

comprehensible-input-in-vocabulary-instruction

Teacher Vision. (2013) What Is Comprehensible Input? Retrieved from

https://www.teachervision.com/learning-disabilities/bilingual-

education/10260.html

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Comprehensible Input, Interaction, and Output