>> So we have a variety
of in class structured input activities that are followed
by structures output activities.
And as I've mentioned as we're going
through this very large revision process, we are adding
in now lots of inductive grammar and different types of exercises
to kind of enhance the structured input
and output activities.
But we're going to be focusing on input and output today.
Okay, so are you able to see these?
And you had them available as well on Blackboard, right?
What type of activity is this first exercise?
This actually goes along
with the video we watched of Audrey et Camille.
And they have to-- students now have to put the actions
into chronological order
and then do a little true false section based
on the video content.
So what type of exercise is this based on your readings?
How do you identify this exercise as what type?
>> Listening comprehension.
>> I'm sorry.
>> Maybe listening comprehension.
>> Okay, listening comprehension.
Right, they definitely can't do it
if they don't listen to the video.
Well, actually I guess they could.
If they just watched the video, they might be able to,
but they still need to understand, right,
what these vocabulary items mean.
So it is comprehension, listening comprehension.
>> The first part is order and ranking.
>> Order and ranking, right.
Okay, is it structured input?
>> They are producing something.
>> Are they producing?
>> Well, they are just very low-level
like very first step production.
>> Okay, what are they producing?
>> Checkmarks and numbers.
>> Okay, so that's not really language production, right?
>> It's not?
>> It's not.
>> Okay.
>> They have to comprehend something.
The production goes on in your brain.
>> Right, a manipulation of the input for sure.
They are having to do something with the input.
>> I would say it is structured input,
because I was noticing how they have the--
in the video we have each of the kids dancing,
and then in the worksheet they have plural form
of the word to dance.
>> Very good, okay.