Healthy Eating – Curriculum Integration and Task Based Language Learning

1. Jeanne Gilbert Uni of Waikato 2013

2. Healthy Eating – Curriculum Integration and Task Based Language Learning Jeanne Gilbert Uni of Waikato 2013

3. Jeanne Gilbert Uni of Waikato 2013 Specifically in this session… • Think about making links to other areas of the curriculum and integrating the learning with different levels of outcome • Look at an example of curriculum integration • Unpack an example about Healthy Eating • Notice how the work is made into TBLL – Task Based Language Learning with backwards mapping • View the possible methodologies for input, output and interaction Have a go!

4. Jeanne Gilbert Uni of Waikato 2013 Questions?

5. Jeanne Gilbert Uni of Waikato 2013 Curriculum Integration • Making a start… linking languages to …

6. What is TBLL? Ellis (2003) defines TBLL as an activity that: • Requires the learners to focus primarily on meaning ie the task is realistic / authentic (as a classroom allows) • Has some kind of gap that the learners can close by communicating • Requires learners to construct own productive language rather than manipulate language that the teacher provides. (This may be a challenge for teachers beginning a L2) • Has a clearly defined outcome, other than producing ‘correct language’. • You could/should also incorporate cultural/intercultural principles. Jeanne Gilbert Consultancy, May, 1 2012

7. Jeanne Gilbert Uni of Waikato 2013 Curriculum integration/TBLL • Colour my world • A focus on primary and then secondary colours • Also learn the colour words in the target language • Be able to ask and answer in a context about colour

8. Jeanne Gilbert Uni of Waikato 2013 Formulaic languageInstructions / AffirmationsTeacher talk / Student questions • Ellis’ principle 1 • Formulaic Language • Use as many instructions in your target language as you can to teach new content

9. Jeanne Gilbert Uni of Waikato 2013 Fomulaic Language

10. Ellis’ principle 6 – input An input methodology: IRDPX • I input • R recognition • D discrimination • P production • X extension

11. Ellis’ principle 6 – input An input methodology: oral choral Pattern of interaction teaching Q + A: • Teacher class • Class teacher • ½ class ½ class • Pair class sharing • Pingponging to teacher • Looping - personalised context

12. Ellis’ principles 6,7, 8 = iPpiT • i input • P PRACTICE • P production • I Interaction • TBLL Task based language learning + backward mapping

13. Ellis’ principles 1,6,7 – formulaic language, input, output Sandwich methodology: • Target Language presentation (input) • English (first language) for comprehensibility • Target Language reinforcement

14. Healthy Eating - Input • Suggested methodology for your students – IRDPX (handout) • Listening • Speaking • Reading • Cards for paired work

15. Healthy Eating - Input and Output • Ellis principles 6 & 7 • Learning questions and answers • Suggested methodology for your students - oral choral (handout)

16. Healthy Eating - Interaction • Ellis principle 8 • Mode/skill: presenting

17. Jeanne Gilbert Uni of Waikato 2013 Web links - tki and: • Go to tki: Learning Languages tki • Te Reo Māori in English Medium Schools • Go to Learning Languages Waikato wiki https://learninglanguageswaikato.wikispaces.com/ • Go to the e-languages exemplars http://e-languageexemplars.wikispaces.com/ TPDL: http://www.education.auckland.ac.nz/uoa/home/about/centres/professional-development-centres/tpdl/lipi-contact

18. Contact: Dee Reid Project Leader Poipoia te Reo Tel: 027-252-7191   Email: dreid@waikato.ac.nz www.tetoitupu.org Jeanne Gilbert Kaitakawaenga (Facilitator) 027 2942178 jeanneg@waikato.ac.nz

19. Jeanne Gilbert Uni of Waikato 2013

20. Jeanne Gilbert Uni of Waikato 2013