Upload
tobias-oliver
View
217
Download
1
Tags:
Embed Size (px)
Citation preview
Teaching ADVANCED Structures:
PRESENTING &CURRICULUM
Gary DiBianca NTPRS 2013
[email protected]: @garydibianca
In today’s presentation:• Review ways to use Advanced Structures
in a CI classroom • Practice using Questioning techniques to
enhance Repetitive use of the structure• Discuss the process of Backward Planning
to elicit structures from a story/legend and novel
• Practice creating Advanced Structures by adapting a textbook and in free form
PARADIGM SHIFTMaking it work … for you and your students
http://macam-macam-ada-shop.blogspot.com/2010/06/fisher-price-brilliant-basics-babys.html
Activity: Walk About - 2 minutes
-Get into Common Language Groups:
1. Share your name and where you teach
2. Answer this question:
What do you want your students to do in level 4?
Are “ADVANCED STRUCTURES”
Difficult?
http://englishwithjennifer.files.wordpress.com/2013/02/mp900422224.jpg
No, Not if they are based on Meaning and Context and Not only Grammar and Descriptive Linguistics.
BUT CONNECTIONS and PATTERNS CAN BE MADE
Or…
Cuando llegues, la veremos.
Adverb Clause with 2nd person present subjunctive
First person pluralfuture tense
Feminine Direct Object Pronoun
When you arrive, we will see it.
Cuando llegues, lo veremos.
So…
HOW TO PRESENT
Step 1: Choose Structures*
Step 2: Establish Meaning
Step 3: Put in Context with Compelling,
Repetitive, Comprehensible Input
Step 4: Read in context
Cuando llegues, la veremos.
When you arrive, we will see it.
O?re
stat
e an
swer
s
rest
ate
answ
ers
ask questions
ask questions
CIRCLINGUsing all of
these variables as
options To creatively Ask questions for more input
Example Structure or Statement
Cuando llegues, la veremos.
When you arrive, we will see it (film).
O?re
stat
e an
swer
s
rest
ate
answ
ers
ask questions
ask questions
BEFORE
THEY ARRIVE THEY LEAVE
IT – the book
WE WILL ______, THEY WILL _____
QUICK DEMO:
Cuando llegues, la veremos.
When you arrive, we will see it.
Cuando llegues, la veré.
Cuando tu mamá llegue, ya verás.
Cuando ellos SALGAN, ya verás.
CI Idea BREAK
• INTENSE PQA or TALKING WITH YOUR KIDS
• TALK ABOUT THE DAILY NEWS
• TALK ABOUT A CULTURAL PRACTICE, PERSPECTIVE, or
PRODUCT
O?re
stat
e an
swer
s
rest
ate
answ
ers
ask questions
ask questions
DEMO:
HOW TO GET A GOOD PERSONALIZED STATEMENT
FROM YOUR CLASS!!!
USING A PRE-DETERMINED STRUCTURE
PQA to get a good statement using example structure
Recomiendo que ___ mire ____. I recommend him/her to watch…
PQA QUESTIONS
1 What do you watch on TV?
2 What is your favorite TV show to watch?
3 Do you recommend that I watch your favorite TV show or _____ (another tv)?
4 What TV show do you recommend that your friend/parent watches?
5 Why do you recommend that someone watches your favorite TV show?
ExampleStructure:
NEW ADVANCED LEVEL STATEMENT IS:
• 1. Michelle recommends that I watch Downtown Abbey.• 2. Michelle recommends that the class watches D.A.• 3. Mark does not recommend that I watch South Park
because I am a teacher.
My original structure:
Recommends that s/he/I watches
In groups, choose 1; 5 PQAs; statement, circle
• Era posible que ___ fuera a ____
• Si me hubieras dicho, yo habría ido
• Encontraré un lugar donde tengan _____
• Rú guǒ … shì fǒu…
• Kàn qǐ lái hǎo xiàng
• Zhīsuǒ yǐ… nàshíyīnwèi
• Il fant que je fasse
• J ’aurais aimé
• Il aurait dû
• Unterhalten sich
• Würde etwas kaufen
• (das) gefällt ihm
Coming Up with Advanced Structures
THINK VOCABULARY
THINK LANGUAGE FUNCTIONS
THINK GRAMMATICAL STRUCTURE /
PATTERNS
THE EASY WAY:BUY A PUBLISHED TPRS BOOK OR
USE A SUPPLEMENT ANCILLARY TEXT
But if not, I think of the following to create structures:
PREPARING LESSONS
• CREATE STRUCTURES AND USE FREE FORM
• CREATE STRUCTURES BY PULLING FROM A SOURCE
BACKWARD PLANNING
FROM SOURCE
PLANNING WITHOUT A
SOURCE
Example structures:
Likes to sing
(eat, dance)
Liked to sing Would like to sing Would like that “someone else” sings
Goes to/with _______
Went to/with ______
Would go to/with ______
Would like that “someone else” goes to/with _____
Needs to write Needed to write Would like to write Would like that “someone else” writes
Has a ______ Had a ______ Would have a ____ Would like that “someone else” has a ______
Gives it to her Gave it to her Would give it to her Would like that “someone else” gave it to her
Example structures:
watches watched will watch recommends that “someone else” watches
tries to carry tried to carry will try to carry recommends that “someone else” tries to carry
calls him/her called him/her will call him/her recommends that “someone else” calls him/her
is reading was reading will be reading recommends that “someone else” reads
has to drink had to drink will have to drink
recommends that “someone else” has to drink
Let’s Adapt a Textbook Chapter’s
Vocabulary List
• STRUCTURES with EMBEDDED GRAMMAR
This list is taken from Higher Vista Learning’s Imagina text
Let’s Adapt a Textbook Chapter’s Vocabulary List
• TPR/GESTURES
I think about easyWords that are Good for gestures, Actions, visualization
• STRUCTURES with EMBEDDED GRAMMAR
• Meaning put the Verbs and Grammar In accurate context:
So not: “navegar”
But rather:Quiero que Ud. navegue en la red
THINK VOCAB, CONTENT & GRAMMAR EASY / GESTURES STRUCTURES
In pairs: Create 3 Advanced Structures with VOCAB
• Create 3 of the hardest “Advanced Structures” for your students
• Why are they difficult? • Why are they taught in
traditional levels III, IV or V?
• What’s the challenge?
• 1.
• 2.
• 3.
CHOOSE YOUR STRUCTURES
• TALK USING THEM, • ASK/TELL FREE FORM STORIES/NARRATIONS,• HISTORICAL EVENTS
• NARRATE PICTURES FROM TRIPS OR A VIDEO • USE HIGH LANGUAGE FUNCTION SCENARIO CARDS AS STORY
STARTER• TALK ABOUT A PIECE OF ART
IDEA BREAK FOR
“USING STRUCTURES WITHOUT A SOURCE”
Let´s Verify the Detail with an actor
• Structure:
doubted that ____ had already sung• Statement: Gary dudó que Lady Gaga ya
hubiera cantado “Born This Way” (PAST)
TEACHER: Gary, do you doubt that Lady Gaga has already sung “Born this way”? (PRESENT)
Gary: Yes, I doubt that Lady Gaga has sung “BTW” already. (PRESENT)
LIST OF READING materials • Stories/poems• Ads • Brochures• Summaries • Songs• Legends• Articles, graphs, press• Film scripts• Speeches • Culture Notes
Backwards Planning From a Written/Audio Source
+ Unit
DiBianca, 2013
UNIT TOPIC:
ESSENTIAL QUESTIONS:
“AP” THEMES:
LANGUAGE FUNCTIONS:
ACTFL’s 5 Cs
Communication
Culture
Comparisons
Connections
Communities
Modes of Communication
Interpretive Listening Reading
Presentational Speaking Writing
Interpersonal Speaking Writing
Modes of Cultural Understanding
ProductsPerspectivesPractices
College Board’s World Language AP Themes
Global Challenges
Science and Technology
Contemporary Life
Personal and Public Identities
Families and Communities
Beauty and Aesthetics
Comparisons
Linguistic
Cultural
Backwards Planning From a Written/Audio Source
1. Read text and pull structures:• HOW? What do many students not know or
consistently find problematic?
2. Organize structures looking for commonalities in Function, Form, Word Type, Teachability, Grammar Connection
3. Divide words up in chunks for lessons
And organize them in a meaningful/ teachable way
Novel Legend Storybook
Advanced Level Lessons with Comprehensible InputESTABLISHING MEANING & MAKING ADVANCED
CONNECTIONS
Gestures with new forms of verbs PQA using structures (and others)Compare and Contrast Grammar
Points• Word Associations / Connections• Mnemonics
Structures I found/liked:• Present Subjunctive and
Adjective Clauses • Past Subjunctive and
Adverb Clauses• Past Subjunctive and AS
IF…COMO SI (present)
EXAMPLE: Authentic Colombian Storybook and Character:
Chigüiro se va
UNIT: Our Identities – Past, Present, and Future: ESSENTIAL QUESTIONS: Is being young and old a state of mind or a state of being? How do young and old people see the world?
UNIT TOPIC:
Our Identities – Past, Present, and Future: YOUTH AND OLD AGE
ESSENTIAL QUESTIONS
:
Is being young and old a state of mind or a state of being? How do young and old people see the world?
“AP” THEMES:
• Public and personal identity• Family and community• Science and technology
SOURCES: • Storybook: Chiguiro se va• Story: La cucarachita Martina – Rosario Ferre• Poem: A Julia de Burgos – Julia de Burgos• 10 articles about 10 different topics for class
discussion• Listenings about youth/old age and technology
DiBianca, 2013
La leyenda del maíz – leyenda mexicana/aztecawww.letrasparavolar.org
Make Word Associations and PQA/Questioning
Plantar una semilla / sembrar (siembra) una planta /
cosechar “la cosecha”
Plantear un problema
Un alimento / alimentar, alimentándose /
la alimentación / alimenticio/a
Ascender / descendía de la montaña
La procedencia / el origen
La travesía / a través de
La leyenda del maíz – leyenda mexicana/aztecawww.letrasparavolar.org
• Make Word Associations: New High Frequency Word:
Lograr
Definition: Conseguir lo que se intenta; Llegar a su perfección una cosa
Translation: To achieve, obtain,
Other forms: Un logro
Verbo nombre adjetivo/adverbio
Synonyms: Conseguir, obtener, alcanzar (reach), conquistar, ganar
Antonyms: Perder, fracasar (fail)
Used in a sentence: Michael Phelps logró su sueño con 22 medallas este año en Londres.
A student sentence:
Illustration:
O?re
stat
e an
swer
s
rest
ate
answ
ers
ask questions
ask questions
CREATION OF STRUCTURES
COACHING & COMMUNITY
PQA CONTRASTIVE GRAMMAR
WORD ASSOCIATIONS
CURRICULUM DESIGN
CIRCLING
VERIFY DETAIL
THE CONTEXT
Please remember to communicate in the CI World: sharing struggles and successes! Coaches and presenters to all work together on our individual journeys. Gary DiBianca
Additional templates to follow:
Write 5 questions to get personalized information and a good statement using
example structure
PQA QUESTIONS TO SET CONTEXT AND DISCUSSION
123
4
5
Michelle Kindt & Gary Di Bianca
GARY O?
“Answer” Key+ yes O or
A̶ no ? word
rest
ate
answ
ers
rest
ate
answ
ers
ask questions
ask questions________________________
________________________
____________
____________
____________
SSUBJECT
1Who?
√ Comprehension Check
VVERB PHRASE
3Doing what?
√ Comprehension Check
O OBJECT
2What?
√ Comprehension Check
+Additional Prepositional Phrases /Adjectives
Sentence Circling Template
Divide your statement in parts
O?re
stat
e an
swer
s
rest
ate
answ
ers
ask questions
ask questions
PRACTICE
CIRCLING
DiBianca, 2013
UNIT TOPIC:
ESSENTIAL QUESTIONS:
“AP” THEMES:
LANGUAGE FUNCTIONS:
ACTFL’s 5 Cs
Communication
Culture
Comparisons
Connections
Communities
Modes of Communication
Interpretive Listening Reading
Presentational Speaking Writing
Interpersonal Speaking Writing
Modes of Cultural Understanding
ProductsPerspectivesPractices
College Board’s World Language AP Themes
Global Challenges
Science and Technology
Contemporary Life
Personal and Public Identities
Families and Communities
Beauty and Aesthetics
Comparisons
Linguistic
Cultural