To begin teaching my lesson, I must first understand the differing approaches needed to present instructional learning opportunities which provide content and language objectives for the EL (ACTS 7, INTASC 1). With this understanding in place, I will be able to align the objectives to the standards and also present comprehensible input necessary for the student to understand the lesson. For comprehensible input, I will use the strategies of pre-reading passages and audios or videos which provide information allowing my students some advance knowledge of what they will be learning. During this time I will be able to search out and define the more challenging vocabulary that I deem to be important.
In addition, I will have the opportunity to ask essential questions drawing students into analytical thinking. I will also include the concepts of comparing and contrasting cats and dogs and explaining the similarities and differences of the t...
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...ída, September 2000, Eric®Digest EDO-FL-00-05
Contextual Factors in Second Language Acquisition, West Ed., San Francisco, California
Dong-lin, Z., September 2008, Krashen’s Input Hypothesis and English classroom teaching, (pp. 53-56) Volume 6, No.9 (Serial No.60) US-China Foreign Language, ISSN1539-8080, USA, College English Department, Huaiyin Teachers College, Huai’an Jiangsu 223001, China
Krashen, S., 1981, Second Language Acquisition and Second Language Learning, (pp. 1-150)
First printed edition 1981, Pergamon Press Inc., Print Edition ISBN 0-08-025338-5, First internet edition December 2002, Copyright © 1981
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