Teaching ADVANCED Structures: PRESENTING & CURRICULUM

1. Teaching ADVANCED Structures:PRESENTING &CURRICULUM Gary DiBianca NTPRS 2013 gary.dibianca@gmail.com Twitter: @garydibianca

2. 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

3. PARADIGM SHIFTMaking it work … for you and your students http://macam-macam-ada-shop.blogspot.com/2010/06/fisher-price-brilliant-basics-babys.html

4. 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?

5. 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 MADE http://englishwithjennifer.files.wordpress.com/2013/02/mp900422224.jpg

6. So… Or… Cuandollegues, laveremos. FeminineDirect ObjectPronoun Firstperson plural futuretense AdverbClausewith 2nd personpresentsubjunctive Cuandollegues, loveremos. When you arrive,wewillseeit.

7. 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

8. Example Structure or Statement When you arrive,wewillseeit. ask questions Using all of these variables as options To creatively Ask questions for more input O CIRCLING restate answers restate answers ? ask questions Cuandollegues, laveremos.

9. When you arrive, wewillseeit (film). WE WILL ______, THEY WILL _____ BEFORE ask questions O IT – the book restate answers restate answers ? THEY ARRIVE THEY LEAVE ask questions Cuandollegues, la veremos.

10. QUICK DEMO: Cuandollegues, la veremos. When you arrive,wewillseeit. Cuandollegues, la veré. Cuandotumamállegue, yaverás. CuandoellosSALGAN, yaverás.

11. CI Idea BREAK • INTENSE PQA or TALKING WITH YOUR KIDS • TALK ABOUT THE DAILY NEWS • TALK ABOUT A CULTURAL PRACTICE, PERSPECTIVE, or PRODUCT ask questions O restate answers restate answers ? ask questions

12. DEMO:HOW TO GET A GOOD PERSONALIZED STATEMENT FROM YOUR CLASS!!!USING A PRE-DETERMINED STRUCTURE

13. PQA toget a goodstatementusingexamplestructure Example Structure: Recomiendo que ___ mire ____. I recommendhim/hertowatch…

14. My original structure: 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. Recommends that s/he/I watches

15. 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 _____ • Rúguǒ … shì fǒu… • Kàn qǐ láihǎoxiàng • Zhīsuǒyǐ… nàshíyīnwèi • Ilfant que je fasse • J ’aurais aimé • Ilauraitdû • Unterhaltensich • Würdeetwaskaufen • (das) gefälltihm

16. 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 GRAMMATICAL STRUCTURE / PATTERNS THINK VOCABULARY THINK LANGUAGE FUNCTIONS

17. PREPARING LESSONS PLANNING WITHOUT A SOURCE BACKWARD PLANNING FROM SOURCE • CREATE STRUCTURES AND USE FREE FORM • CREATE STRUCTURES BY PULLING FROM A SOURCE

20. Let’s Adapt a Textbook Chapter’s Vocabulary List • STRUCTURES with EMBEDDED GRAMMAR This list is taken from Higher Vista Learning’s Imagina text

21. Let’s Adapt a Textbook Chapter’s Vocabulary List • TPR/GESTURES I think about easy Words 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: QuieroqueUd. navegue en la red

22. THINK VOCAB, CONTENT & GRAMMAR

23. 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.

24. IDEA BREAKFOR “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

25. Let´sVerifytheDetailwithan actor • Structure: doubtedthat ____ hadalreadysung • Statement: Gary dudó que Lady Gaga yahubiera cantado “BornThisWay” (PAST) TEACHER: Gary, do youdoubtthat Lady Gaga has alreadysung “Bornthisway”? (PRESENT) Gary: Yes, I doubtthat Lady Gaga has sung “BTW” already. (PRESENT)

26. 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

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28. Backwards Planning From a Written/Audio Source 1. Readtext and pullstructures: • HOW? What do manystudentsnotknoworconsistentlyfindproblematic? • Organizestructureslookingforcommonalitiesin Function, Form, Word Type, Teachability, GrammarConnection • Divide words up in chunksforlessons And organizethem in a meaningful/ teachableway Novel LegendStorybook

29. AdvancedLevelLessonswithComprehensible InputESTABLISHING MEANING & MAKING ADVANCED CONNECTIONS • Gestureswith new forms of verbs • PQA usingstructures (and others) • Compare and ContrastGrammarPoints • Word Associations/ Connections • Mnemonics

30. EXAMPLE: Authentic Colombian Storybook and Character:Chigüiro se va Structures I found/liked: • PresentSubjunctive and AdjectiveClauses • 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?

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32. 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

33. La leyenda del maíz – leyenda mexicana/aztecawww.letrasparavolar.org • Make Word Associations:

34. COACHING & COMMUNITY THE CONTEXT PQA CONTRASTIVE GRAMMAR CIRCLING ask questions O WORD ASSOCIATIONS VERIFY DETAIL restate answers restate answers ? CREATION OF STRUCTURES ask questions CURRICULUM DESIGN

35. 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:

36. Write 5 questionstogetpersonalizedinformationand a goodstatementusingexamplestructure

37. ask questions Michelle Kindt & Gary Di Bianca O GARY ____________ ____________ restate answers restate answers ? ____________ ____________ ask questions ____________ ____________ ____________ • “Answer” Key • + yes O or • ̶ no ? word Sentence Circling Template

38. Divide yourstatement inparts ask questions O PRACTICE CIRCLING restate answers restate answers ? ask questions

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