LearningLearning

4 July 2005© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 8

The University of Waikato

Private Bag 3105

Hamilton, New Zealand

0800 WAIKATO

www.waikato.ac.nz

Learning LanguagesLearning LanguagesJeanne GilbertJeanne Gilbert

School Support ServicesSchool Support ServicesUniversity of WaikatoUniversity of Waikato

Eating Spanish style in Pudsey

Identity Language and CultureWho are we? Know yourself first!Why learn at least one additional language and culture?

Let’s eat out!

So… let’s eat out!

The plan for today…

Refer to the violet activitylog in thelanguage packs…

Ellis’ priniples 1+6 (handouts

available)

– formulaic language and input1. View your language video. It is

set up for you to start…Chinese unit 13French unit 19German unit 20Japanese unit 20Spanish unit 20

Intercultural awareness (iCLT)Intercultural communicative language teaching(handouts available)Principle 4: Fosters explicit comparisons and connections between languages and cultures.What is the same? What is different?French:Quelles sont les similarités?Quelles sont les différences?German:Was ist gleich?Was ist anders?

2. Find and use the

green card in your

language package

Intercultural awareness (iCLT)Intercultural communicative language teachingChinese: 

Shén me shì yī yàng? 什 么 （是）一 样？(same?)shén me shì bù yī yàng 什 么（是 ）不 一 样？(different?)Japanese:Nani ga onaji? なに　が　おなじ？ (same?)Nani ga chigau? なに　が　ちがう？(different?)Spanish:¿Qué es lo mismo? (same?)¿Qué es lo diferente?

2 Find and use

the green card in your

language package

3 Input review…Ellis’ principle 6 – inputAn input methodology: IRDPX I input R recognition D discrimination P production X extension

Ellis’ principle 6 – inputAn input methodology: oral choralPattern of interaction teaching Q

+ A: Teacher class Class teacher ½ class ½ class Pair class

sharing Pingponging to teacher Looping - personalised context

Ellis’ principles 6,7 – input, output

Methodology: PPP (not in grammatical sense)

P presentation (input)

P PRACTICE P production

Ellis’ principles 1,6,7 – formulaic language, input, output

Sandwich methodology: Target Language presentation (input) English (first language) for comprehensibility Target Language reinforcement

What is tasked based learning?Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help -there is usually unknown information to be discovered. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.

Ellis’ principles 6,7 – input and output

4. MinicardsWith your partner, go through both sides of the cards and learn / practise the language. Ask for pronunciation help at your table or ask me…Collect handout for lots of ideas about using minicards in class

Ellis’ principles 6,7 – input, output and

interaction5. Bingo cards:one person calls (use check sheet) and the others mark off with countersPractise the Q+A on the bingo card title to scaffold preparing for the dialoguein pairs practise the question and possible answers

Ellis’ principles 6,7 – input and output

6. Quizlet urlsFrench: http://quizlet.com/1288229/french-pancake-stall-flash-cards/ Spanish: http://quizlet.com/1273994/takeaways-in-spanish-flash-cards/German: http://quizlet.com/1262703/german-takeaways-flash-cards/Japanese: http://quizlet.com/6506311/japanese-food-flash-cards/ Chinese: http://quizlet.com/6507253/chinese-food-flash-cards/

7 - Production / presentation

Make up and practise a dialogue about ordering food at a takeaway place

Use the conversation sheets from the resource kits if you like

8. Fill out task sheet as you listen

9 View example from First Class Japanese if time

euro(s)/euro/Euro

Jeanne Gilbert UoW 2008

A la crêperie: (example of conversation sheet in

language packs)M Bonjour mademoiselle.Mme Bonjour monsieur. Une crêpe au

sucre, s’il vous plaît.M Et avec ça?Mme Une limonade, s’il vous plaît.M C’est tout, mademoiselle? Mme Oui, monsieur. C’est combien?M Cinq euros, s’il vous plaît.Mme VoilàM Merci mademoiselle. Au revoir.Mme Au revoir, monsieur.

Eating Out…

Jeanne Gilbert UoW 2008

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ACTIVITY LOG: Let’s Eat out!Reflect and add to your log as you go…

NZC Learning LanguagesProficiency Statement Levels 1+2: students can understand and use familiar and everyday vocabulary. Students can interact in a simple way in supported situations.

In communication students will:receive and produce information produce and respond to questions and requests show social awareness when interacting with others

In language knowledge students will:recognise that the target language is organised in particular waysmake connections with their own language(s)

In cultural knowledge students will:recognise that target culture is organised in particular waysmake connections with known culture(s)

Activities – work with a partner

PrinciplesPCKLSRWVPKCs (TRUMP)

Words and structures you still need help with

Describe your learning today. What helped you learn?

What will you have to do next?

Partner check / Teacher’s signature

1 View videos(NB would do more input activities with a class) Use iCLT principle 4 – see green card in language pack.

Input (principle 6)LSRVKCs (T)

2 Minicards – put out on table, discover and practise with a partner, ask for help with pronunciation if you need it. 

Input / output / interactionPrinciples 6, 7, 8PPP (input, practice, presentation)LSRVKCs (TRUMP)

3 Bingo - one person calls (use check sheet) and the others mark off with countersin pairs practice the question and an answer

Input / output / interactionPrinciples 6, 7, 8PPP (input, practice, presentation)LSRVKCs (TRUMP)

4 Quizlet – in 2/3s go to laptop, click on quizlet url for your language and experiment.NB the Chinese oral links don’t work properly with pinyin

Input / output / interactionPrinciples 6, 7, 8, 10PPP LSRWVPKCs (TRUMP)

       

5 Roleplay - in pairs make up and practice a role play – you can use the one in the language package if you like.

Interaction/productionPrinciples 8, 10LSRWVPKCs (TRUMP)

       

6 Task sheet – listen and answer the 3 questions: Who? Where? What?

ProductionPrinciple 10KCs (TUMP)

       

Task: Who ordered what, where?

Listen and answer in pairs…Who? Where? What?

French: Bonjour x.Bonjour y.

Allons … … s’il vous plaît!

German: Guten Tag x.Tag y .

Gehen wir zum… … bitte!

Japanese:

Konnichi wa x san.Konnichi wa y san.

…ikimashoo! … o kudasai!

Spanish: Buenos días, x.Buenos días, y.

Vamos a… … por favor!

Chinese: Nĭ hăo x.Nĭ hăo y.

Wŏ yào ... Wŏ yào ...

Eating Out…

Jeanne Gilbert UoW 2008

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