Transcript Teaching ADVANCED Structures

Teaching ADVANCED
Structures:
PRESENTING &
CURRICULUM
Gary DiBianca
NTPRS 2013
[email protected]
Twitter: @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 SHIFT
Making 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?
No,
Not if they are based on
Meaning and Context and
Not only Grammar and
Descriptive Linguistics.
BUT CONNECTIONS and
PATTERNS CAN BE
http://englishwithjennifer.files.wordpress.com/ MADE
2013/02/mp900422224.jpg
So…
Cuando llegues, la veremos.
Feminine Direct
Object Pronoun
First person plural
future tense
Adverb Clause with 2nd person present subjunctive
Or…
Cuando llegues, lo veremos.
When you arrive, we will see it.
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
Example Structure or Statement
When you arrive, we will see it.
Cuando llegues, la veremos.
When you arrive, we will see it (film).
Cuando llegues, la veremos.
ask questions
restate answers
THEY ARRIVE
THEY LEAVE
WE WILL ______,
THEY WILL _____
IT – the book
restate answers
BEFORE
ask questions
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
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
Example
Structure:
1
2
3
What do you watch on 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?
What is your favorite TV show to watch?
Do you recommend that I watch your favorite
TV show or _____ (another tv)?
My original structure:
Recommends that s/he/I watches
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.
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…
• Il fant que je fasse
• Unterhalten sich
• J ’aurais aimé
• Würde etwas kaufen
• Il aurait dû
• (das) gefällt ihm
• Kàn qǐ lái hǎo xiàng
• Zhīsuǒ yǐ… nàshíyīnwèi
Coming Up with Advanced Structures
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:
THINK
VOCABULARY
THINK
LANGUAGE
FUNCTIONS
THINK
GRAMMATICAL
STRUCTURE /
PATTERNS
PREPARING LESSONS
PLANNING
WITHOUT
A SOURCE
• CREATE
STRUCTURES AND
USE FREE FORM
BACKWARD
PLANNING
FROM
SOURCE
• CREATE
STRUCTURES BY
PULLING FROM A
SOURCE
Example structures:
Likes to sing Liked to sing
Would like to sing
Would like that
“someone else”
sings
Would go to/with
______
Would like that
“someone else”
goes to/with _____
(eat,
dance)
Goes to/with Went 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
This list is taken from Higher Vista
Learning’s Imagina text
• STRUCTURES with
EMBEDDED
GRAMMAR
Let’s Adapt a Textbook
Chapter’s Vocabulary List
• TPR/GESTURES
• STRUCTURES with
EMBEDDED GRAMMAR
I think about easy
Words that are
Good for gestures,
Actions, visualization
• 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.
IDEA BREAK
FOR
“USING STRUCTURES WITHOUT
A SOURCE”
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
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)
Backwards Planning From a
Written/Audio Source
LIST OF READING materials
• Stories/poems
• Ads
• Brochures
• Summaries
• Songs
• Legends
• Articles, graphs, press
• Film scripts
• Speeches
• Culture Notes
UNIT TOPIC:
ESSENTIAL 
QUESTIONS:
“AP” THEMES:

LANGUAGE 
FUNCTIONS:
ACTFL’s 5 Cs
Modes of Communication
Communication
Culture
Interpretive
Listening
Reading
Comparisons
Presentational
Speaking
Writing
Connections
Interpersonal
Speaking
Writing
Communities
College Board’s World Language AP Themes
Global Challenges
Science and Technology
Contemporary Life
Modes of Cultural Understanding
Products
Perspectives
Practices
Comparisons
Personal and Public Identities
Linguistic
Families and Communities
Cultural
Beauty and Aesthetics
DiBianca, 2013
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 Input
ESTABLISHING MEANING &
MAKING ADVANCED
CONNECTIONS
Gestures with new forms of verbs
PQA using structures (and others)
Compare and Contrast Grammar
Points
• Word Associations / Connections
• Mnemonics
EXAMPLE: Authentic Colombian
Storybook and Character:
Chigüiro se va
Structures I found/liked:
• Present Subjunctive and
Adjective Clauses
• Past Subjunctive and
Adverb Clauses
• Past Subjunctive and AS
IF…COMO SI (present)
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:
ESSENTIAL
QUESTIONS
:
“AP”
THEMES:
SOURCES:
Our Identities – Past, Present, and Future: YOUTH
AND OLD AGE
Is being young and old a state of mind or a state of
being?
How do young and old people see the world?
• Public and personal identity
• Family and community
• Science and technology
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/azteca
www.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/azteca
www.letrasparavolar.org
• Make Word Associations:
New High Frequency Lograr
Word:
Definition:
Conseguir lo que se intenta; Llegar a su perfección una cosa
Translation:
Other forms:
To achieve, obtain,
Un logro
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:
COACHING & COMMUNITY
THE CONTEXT
PQA
CIRCLING
VERIFY DETAIL
CONTRASTIVE
GRAMMAR
WORD
ASSOCIATIONS
CREATION OF STRUCTURES
CURRICULUM DESIGN
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
1
2
3
4
5
O
V
S
SUBJECT
VERB PHRASE
OBJECT
1
3
2
Who?
√
Comprehension Check
What?
Doing what?
√
Comprehension Check
√
Comprehension Check
+Additional Prepositional Phrases /Adjectives
“Answer” Key
+ yes
O or
̶ no
? word
Sentence Circling Template
Michelle Kindt & Gary Di Bianca
Divide your statement in parts
UNIT TOPIC:
ESSENTIAL 
QUESTIONS:
“AP” THEMES:

LANGUAGE 
FUNCTIONS:
ACTFL’s 5 Cs
Modes of Communication
Communication
Culture
Interpretive
Listening
Reading
Comparisons
Presentational
Speaking
Writing
Connections
Interpersonal
Speaking
Writing
Communities
College Board’s World Language AP Themes
Global Challenges
Science and Technology
Contemporary Life
Modes of Cultural Understanding
Products
Perspectives
Practices
Comparisons
Personal and Public Identities
Linguistic
Families and Communities
Cultural
Beauty and Aesthetics
DiBianca, 2013