can do statements v1 0
TRANSCRIPT
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Can Do StatementsDoing Language
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Actual Textbook Objectives
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Too much grammar
! Too Much Vocabulary (300)
The entire theme not relevant
Context not high frequency
Lack of a higher purpose
!
The Problem
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Anatomy of a Can Do StatementI can+Language functioncontextMode (implicit or implied)
++
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Interpersonal Communication
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Presentational Writing
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Reading
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Too much grammar
! Too Much Vocabulary (300)
The entire theme not relevant
Context not high frequency
Lack of a higher purpose
!
Back to The Problem
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Course Targets
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Simplify Unit planning
Essential Question/Purpose
Interpersonal Speaking
Interpretive Communication
Presentational Writing
Cultural Core
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Most Frequent Language Functions
Asking and responding
to Questions
Maintain a conversation
Express Feelings and
Emotions
Express Preferences
and Opinions
Telling and retelling stories
Interpret authentic
oral, written, and visual
texts
Present information in writing for
a specific audience
Describe people
places, things and activities
Express hopes,
dreams and future plans
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Relevant for Students
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6 core practices
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Role of Grammar
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Grammar should be only used to help students – notfrustratethem
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Explicit Grammar Teaching
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Does NOT increase fluency or accuracy
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Success on a discrete-point grammar exam does NOT correlate to the ability to use it in conversation.
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The order that students acquire structures unrelated and unaffected by the actual instruction
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No direct link betweengrammar instruction andusing structuresaccurately
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Greatest Factors AffectingFluency and Accuracy
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Amount of Comprehensible Input
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Kinds and Amounts of Interaction with Native Speakers
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Type of Motivation for Learning the Language
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Targeted, strategic, repeated
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Grammar to help comprehension – let the authentic text lead
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How does it work in practice?
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Essential Question• How do different cultures define families?• How do man’s actions affect the Earth? What can
we do to improve the outcome?• How do attitudes toward education affect the
future on young people around the world?
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Imagine the conversation you want them to have at the end of the unit.• I can ask and answer questions to find out the best
local leisure activities in a Spanish Speaking city.• I can talk about all the amazing things I did and saw
when I visited Louisiana.• I can make new friends in Japan and ask them to go
out with me.• I can ask and answer questions to compare and
contrast schools in Washington, China, and Taiwan.
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Writing for a real word purpose• Write a letter to a Latino lawmaker requesting his
action on immigration. (Inform yourself first and ground your letter in evidence)• Write stories for the 2nd grade immersion class set
in Louisiana with uniquely Louisiana characters to teach the students about the French heritage in the U.S.• Create an infographic that compares gender roles in
your culture and a target culture.
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What real world texts will provide input
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Real Text/Video/Audio provides vocabulary
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Real Text/Video/Audio provides logical connectors
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Real Text/Video/Audio provides structures