 Okay, and you know what you get from the shop is not money, you get sausages. And on the way home, you drop some of the sausages. And when the detective gets, like, shallow homes, you know, get a lens, and identifies very easily the sausages because the thief is stupid. He has dropped, he has lost some of the sausages on his way home. And you see, he's also so stupid that he's arrested when he's cooking the sausages. And look at the thief, about him. What is he wearing? He's wearing a mask. You are going to commit a theft and you wear like a sorrow. Yes? Oh, that's crazy. Yes? You're wearing a mask. And he's wearing a hat. Did you know a hat like a French beret? You know a French beret? You know, the book is written by British people. So enemy number one is French. So we are good people, French or bad. And also, look at the thief, look at his face. He's got a short beard, like one or two days beard. In my generation, probably not in the youngest generation, but in my generation, if you don't get a clean shave every morning, you are a dirty person. Yeah, yeah, yes. I mean, if you are a professional, you must be shave to go to work every day. If you are, you know, not a very not reputable person, you can go with a kind of beard. Okay, so he's got all the components. Look at the butcher. Look at the butcher. What is the butcher wearing? He's wearing an apron. If you go to Britain, to England, all British butchers wear these little blue and white aprons. So we are poor British butcher that was, you know, stolen by the French thief. And look, the thief doesn't go, the thief doesn't go to a big semi-detached or detached house. You know, he goes, you see, can you recognize those blue doors that are in all those blocks of glass in the big cities in London and Birmingham? Yes, so he goes to a very particular neighborhood. And when the butchers go to court, he's wearing, again, the same white and blue apron. Okay, good. So that page is so funny and you can, you see what is the power of images, how much you can learn from images and how much you can help your learners, your students learn from that. Okay, for me, the right is what shouldn't be done anyway. The one in the left is what should be done and encouraged all the time, right? Now, when we talk about input, input has to be always challenging. Remember from your times at university, somebody called Stephen Prussian. Yes, I plus one. Okay, so input is challenging, you know, it's reasonably understandable, but it also means, you know, there is something new that makes the students do an effort to learn from that challenge. Okay, and usually the difficulty is to tune up input so that, you know, learning takes place. Together with this multi-model input, you know, using two sources of input together, go with the idea of Bix and Cal. Are you familiar with those words? No. Okay, one minute for the nose. Bix is basic, basic interpersonal communication skills. Basic interpersonal communication skills. So Bix is what we have been doing all our lives in foreign language classes. We're talking about general English, our own content, you know, when you go to the typical activity. Go to a bus station and buy a ticket to go to Manchester. Okay, and you have the dialogue. Hello, good morning, how can I help you? I want a ticket to go to Manchester. One way or a return ticket, yes? So that is Bix, basic interpersonal communication skills. Now, cognitive, academic, language proficiency. Okay, cognitive, academic, language proficiency. And that is what we do in clear classes. It is the language that we use to learn content that has to do nothing with grammar or vocabulary itself. Okay, with non-linguistic subjects. Okay, so Bix, when we do Bix, this is kind of connection with more multi-model input. And also with lots, lots, lower, low order, low order thinking skills. Low order, low order thinking skills. Hot, high order thinking skills. And I show you an example of what it is. Okay, now, when you get your brain to work, you can do like very easy things or very difficult things. Those easy things are lots, low order. Like remembering, recognizing, listing, naming, etc. Understanding or applying. When you ask your brain to do more difficult things, you analyze information, you evaluate the content of what you read or what you hear, and then you can create, right? So of course, high order thinking skills are more challenging, are more demanding than low order thinking skills. I'll give you some examples so that you can see which activities belong to each of those categories. For example, this is a low order from primary school, primary education material. Label, label, when you connect typical picture with the word. That is the most basic, it was one of the most basic activities your brain does, which is matching, giving a name, okay? Another one, applying. You got some knowledge in your brain, you have grammar knowledge in your brain, and now you use it when you have a multiple choice. You don't have to be very creative, you don't have to produce very much, so you only have to use your knowledge in a limited, you know, option. That's applying, okay? Evaluating. Now you have, this is a classical exercise, this is more secondary school. When you have two or three bits of information of one topic, what you're seeing from different perspectives, and at the end you have to draw a conclusion or write your own perception of what they are talking about. Here they say, discuss the advantages and disadvantages of the construction of the railway to Manchester. This is from social studies, clean material for secondary school, okay? Please, please do not, do not think that low order thinking skills are for primary education and high order skills are for secondary education. No, no way. In secondary education, we also do a lot of low order thinking skills. When we give the students, like, find the words in the puzzle or put these letters in order to make words, or when you give them multiple choices, and we do it in secondary education, and that's low order thinking skills, okay? This is called the Bloom's Taxonomy, and you can find it, you know, in many books and articles, already referenced. Those screens for the people from Andalusia, those are the teaching units. Yeah, you probably know, the Andalusia published like three, four years ago, okay, for the clear subject, right? For people outside Andalusia, there is, what it is, if you say Portale Prulilinguimo Andalusia on the Google, you will, it goes to this. Yeah, you have it. Good. A bit more on these ideas. Now, this is Sir Rizas, oh yes, it came out, very good. Quadrant, because in my screen in the computer I couldn't see the horizontal line, but here is perfect. This is from Cummins, it's one of the Canadians, a guru of bilingualism, okay, from Cummins. And this is the Quadrant, in which taking into consideration the type of input, how difficult, you know, the type of thinking skill and so on, we can think of different input that we can provide to students. And there is like a Quadrant going moving from difficulty from one to four. Okay, number one says, input supported by many visual clues and day-to-day language. Okay, multimodal, something supported with plenty of non-returned material. Okay, number two, inputs with little context, with little support, cognitively and demanding, I mean easy to do, day-to-day language. Right, number three, more challenging. Input supported by much context, I mean by a lot of non-returned material. But now it is demanding cognitively, so it's a bit more difficult. And language is not day by day, but it is more abstract. Right, and finally, number four, the most difficult. With very little support, very demanding, and with abstract language. Okay, if you see the ones on the top, one and two have to do with lots, three and four have to do with thoughts. The ones on those that have to do with things. Okay, now we're going to choose, well I chose one, we're going to choose a topic. The topic of erosion that you will do in natural science in your classes. Okay, so can you think for each of those quadrants one example of input for the topic of erosion? Okay, so think, think, what type of input, what type of material would you use to teach the topic of erosion, considering those four different quadrants. Okay, input with a lot of visual support, very easy to do, very easy to understand. So moving from that to the most difficult to understand, and with a little support. Okay, you can do it again, reinforcing pairs, spend a few minutes and then we'll go to it. Good, okay, hello, hello, okay. Because I don't want to, you know, to use plenty of time, you know, doing the whole activity to go a bit faster, so that at least you see how it works, okay, but I don't need you to do the whole four quadrants. Okay, for then giving you an example, an example for each one of those quadrants. Okay, for number one set, input supported by many visual clues and they today language. So one of the possibilities and many of you, you know, have thoughts about the same thing, the same type of input. For example, a DVD, you know, Four Children, in which the story of how a rock becomes a pebble. You know, pebble, she know the real, okay, very good. Alright, so plenty of visual input and those students have to do, have to pay attention to some oral, spoken input, but there is plenty of visual support, probably they don't have to read any important points. In the next one, so we need input with little support, with little context, not demanding and easy. So we could have a radio program, we can have an audio, whoever, okay, Four Children again with basic language, in which the same story is told, how the rock becomes a pebble. But now we are only listening and we are not watching of the story, watching the video. And number three, so this is input with visual support, more demanding and more abstract language. So we could use a nature documentary, a nature documentary about the Russian. We can use just little pieces, you know, or we can use subtitles or we can, you know, make an easy task, perhaps for a more challenging. And finally, no visual support, a demanding text, abstract language, so give the students, of course, not for primary vocation, you know, just a text from a scientific journal talking about the Russian. Okay, so if you see, you can provide the same information from four, at least four different perspectives, providing multimodal input or single input. In quadrant number four, a simple input is written input. In number one is multimodal, in number two is multimodal. Okay, you see, you remember some slides ago, some slides ago, we were talking of the types of input. Yes, is any of those types of input missing in the quadrant? Hands-on, very good. How do you teach a Russian with hands-on material? Okay, okay, more ideas. So you need at least two days to teach the topic, one day when the water is liquid and the next day when the water is frozen. Okay, and that frozen water is the one that breaks the rocks. Good, more ideas for a hands-on, for a hands-on on a Russian. Now, more ideas, more ideas for a hands-on. You can use a straw, and in a box with sand, the children can blow up the wind through the straw to move the sand, in order to know how to make a canyon, for example. Okay, you get sand on the surface, and you get like a straw, and you blow on the straw, so the wind moves the sand, so you can understand how the wind, how the wind can make canyons and can destroy or break or shape the rocks. Correct. Good, good. To show how landscape is changing. Good, I draw this on the board. And I have this. What is this? It's a rock. Yes, it's a rock. Can you touch it? Is it soft? Is it round? No, no, really. It's hard. It's hard. Okay, so I can have my rock. This is hands-on. Touch it. You say, hey, look, my name is Peter, and I live here, at the top of the mountain. Yes, and I am like this. Touch it, touch it. Hello, my name is Margaret. My name is Margaret, and I live here, at the top of the mountain. I am hard, and I am feeling erosion. Yes, touch it. Touch it. You see, it's decomposing. Yes, I am real. I am a rock from the mountain. Okay, my name is Joseph. My name is Joseph, and I live here in the riverbed. I'm here in the riverbed. I've been here for many years. So I am different. I am round. Yes? Yes? You can touch it. Yes? I'm Elizabeth. I am Elizabeth. I am Joseph's, you know, friend. And I also live here in the riverbed. Okay? I am not hard. I am not hard. You can touch me. Yes? Yes? I'm different. I am round. I am round. Oh, look at me. Look at me. I am very flat. I am very flat. And I live, and I live here, on the coast, on the seashore, and the waves have made me flat. And I've been there for many, many years. I am flat. Yes? Right? I am flat. So, you're using hands-on. Best example, impossible. Yes? You gather, you know, the object to the class. Now, when, when, when you have these objects in your class, what you can do? You teach a Russian, but also you can, you can, you can compare. You can use vocabulary. Okay. You can use adjectives. Okay, very good. You can use it. You can use it also for practicing, not for teaching, but for practicing the language. Okay? Can I have three of you people to stand up with me? Three people. Come on, quickly. Three. Because I need the mic. So, okay. So, you can use it to teach content. We were talking about erosion. But you can use it to revise, to support language, to support language in your content class. So, you have a stone. And this is white. It's white. And show it big. Yes? Show, show that. And this is small. This is big. This is small. Sign it. So, this is the smaller. And this. Okay, wait, wait. Where is Joseph? That's for you. Okay. So, this is white. And this is black, gray. This is big. And this is as big as this. Okay. And this is white and gray. This is as small as that one. Okay. Thank you very much for your help. Thank you. Thank you. Give them a clap. Yes, yes, yes, yes. Okay. So, what is important? What can we learn from this? The main goal is to teach content. Don't forget that. We were teaching about erosion. But it would be stupid to ignore the opportunity not to teach new language, but to revise some language. Or to provide some language support. I don't, I don't mean content teachers have to teach new language. For that reason, we have the language teacher. But the content teacher can use what the students know to revise. This is not like isolated subject in the school. It's interconnected. You know, the integrated curriculum. How did you integrate when you make connections across subjects? So, if you have the opportunity to have a few stones in your class, use it for something else. And not only just to show how stone becomes a rolling stone and then a pebble. You can sing the song like a rolling stone. Yes and no. They are very young for the rolling stone. Okay. But, you know, so make the most, make the most of the input that you can provide. Okay. And think, think across how you can make connections, you know, make, you know, the concept, the concept of integration, how you make it real. Right. Two key concepts. One, one divided into two. One of comprehensibility. Right. Two things. Creatability. Okay. It refers, of course, of understanding written text and listenability, but it makes reference to understanding spoken language. That's important. Okay. And then we'll see later on how we can make text comprehensibly. We don't make it too easy, but we're making it too difficult. Okay. And how can we make the most of vocabulary? Now, before, before we move on, on a piece of paper, one of your beautiful notebooks. Draw a magical animal. A magical animal. Made of two different animals. I'll give you an example. Okay. So that is my giraffe fish. Okay. So invent, invent, create one of yours. A bird turtle, a dog elephant, a rat, bird, whatever you want. Think of a magical animal. Draw it. Draw it. Draw it. Draw your magical animal. Yeah. Yes. You can do one per group. No problem. If there is somebody very good at drawing, just do it. Your magical, your magical animal. Yes. Okay. Yes. Good. Can, can I have, can I have some, some of your drawings, please? We have. What is this? A lion hyphen. A lion snake. Okay. A lion snake. Okay. A lion snake. Oh. This is, this is an elephant, an elephant zebra. Okay. An elephant zebra. This is, this is a starfish snail. Wow. Starfish snail. Oh my goodness. Very good. We have here a butterfly hyphen snake. Butterfly snake. Okay. Good. Right. We have a turtle, turtle, snake. No idea. This is, this is like sun, like a cock or a hand, unicorn. Okay. This is very magical. Yes. Okay. Similar one. Yeah. Like horse, a hand. Okay. Like a fly, yeah. Like a flying bird, a fly bird. This is a snail, a snail caterpillar. Yes. A snail caterpillar. And this is a cat alligator or cat crocodile. Okay. Good. Now, you know, at the end of the day, this is the same as if you use, as if you use flashcards. But they are more original. They are created by the students. And they are a little bit more challenging because you don't have one single animal for a flashcard, but you have two. Okay. So what's, what is, what is the point, what is the point of using, of using these magical animals or using flashcards that you are exposed to the language once and again. And you retain vocabulary in your brain when you are exposed many times to it. If you get one single exposition, you get the words and in one minute it is lost. Our brain is limited or we don't know how to use it yet. Okay. But the storage is limited. So we have to, you know, we need to be exposed to the same word once and again so that it moves from resected to productive vocabulary. And that is the reason why we use flashcards. Comprehensibility is affected by some ideas. One, the number of words that we use in a text. Okay. People say that an educated person in the language has about 50,000 words. An educated person can handle that. But if you can handle about 2,000 basic words in a language, you can understand about 80% of most general text. And if you are able to handle 5,000, you can almost understand 80% of calc, of academic. And of course, what affects comprehensibility, the type of vocabulary, what is basic vocabulary, what is the subject terminology, or if they are academic words. Okay. In our foreign language classes, we use a lot of general vocabulary. In our field classes, we use a lot of subject terminology. We start using academic vocabulary, you know, further ahead in the education process. Okay. And the most important, we need to move from single perception of one word to a lot of times with exposition. Once and again. And in that way, we move from receptive to productive vocabulary. And that's something that we can do with magical animals. You can use those animals for flashcards. And now, because we are almost running out of time, it's almost 22. Now, I told you before, I told you before, we have to use inputs in different ways. But okay, with the stones, if you are in a content class, don't forget that you can also use it for language support. And now, imagine that we have to support content learning in language classes. Okay. In your beautiful notebook, can you do an equation? But you don't have to write, you have to draw. Okay. You ready? Yes. We are now, imagine we are in the language class. We are not in social science or in art or in math. We are now in English. Are you ready for the dictation? Okay. Now, there are, there, you draw. There are sun mountains in the background. There are some mountains in the background. There are some mountains in the background. In the background. There is a house in the middle ground. There are some trees on the right of the house on the right. And there are some more trees on the left. And there are some more trees on the left. Okay. So there are some trees on the right of the house. There are some more trees on the left. In the foreground, there is a vegetable garden. There is a vegetable garden. In the garden, there are some rows of tomatoes. In the garden, there are some rows of tomatoes. There are some other rows with cat rows. You are done with your dictation. In your notebook, you probably have something similar to that. That slide is what one student has done this year in the art class. In the art class, the teacher has been working on perspective and how to draw a perspective and has been working on vocabulary and how those things that are close to the person are bigger and those at the background are smaller on science. In the art class, they have been working on the concepts of the content subject. We can approach the same topic in the English class. If you notice, I haven't mentioned the word perspective. I have only used the word background, middle ground and foreground. That was it. The outcome, more or less, with the slight differences, is something similar to what the students have been doing in the class. So why not use input into the content? You can use content from different perspectives. We are almost done. There are a couple more activities that you can download from the presentation in the Moodle. It's time for final questions, comments, something you want to ask. You want to say abstract languages with few descriptive adjectives, just basic language where there is nothing that is subjective. You get rid of whatever sounds like childish. You only talk about the rock is destroyed or broken into pieces by the action of wind, water and ice. Nothing that can give you a feeling of emotion or an abstract. Simply academic language. More comments, more questions. That question you would like to ask, no? Many thanks for your attention, for your participation.