1. Maximizing Comprehensible Input and Language Use/Practice Victor Shen May 2015

2. Comprehensibility has to do with  Linguistic complexity  Vocabulary, syntax, genre  Speaking speed  Conceptual complexity  Prior knowledge of the topic  Availability of non-verbal information  Availability of structural support  linguistic structure, activity structure

3. Comprehensible Input  Let students hear as much English as possible  Level = (i+1)  Present new linguistic forms with old topics and vice versa  Provide non-verbal info  Establish clear classroom routines  Recycle but add something new (The same communicative function can be achieved by various language forms.)

4. Facilitating Language Use/Practice  Provide vocabulary words and sentence patterns needed for the output  Provide familiar activity structures  Provide a friendly and supportive environment for language use  Emphasize meanings rather than forms  Individualized, self-paced speaking practice