Can do statements v1 0

Can Do StatementsDoing Language

Actual Textbook Objectives

Too much grammar

! Too Much Vocabulary (300)

The entire theme not relevant

Context not high frequency

Lack of a higher purpose

!

The Problem

Anatomy of a Can Do StatementI can+Language functioncontextMode (implicit or implied)

++

Interpersonal Communication

Presentational Writing

Reading

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

Course Targets

Simplify Unit planning

Essential Question/Purpose

Interpersonal Speaking

Interpretive Communication

Presentational Writing

Cultural Core

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

Relevant for Students

6 core practices

Role of Grammar

Grammar should be only used to help students – notfrustratethem

Explicit Grammar Teaching

Does NOT increase fluency or accuracy

Success on a discrete-point grammar exam does NOT correlate to the ability to use it in conversation.

The order that students acquire structures unrelated and unaffected by the actual instruction

No direct link betweengrammar instruction andusing structuresaccurately

Greatest Factors AffectingFluency and Accuracy

Amount of Comprehensible Input

Kinds and Amounts of Interaction with Native Speakers

Type of Motivation for Learning the Language

Targeted, strategic, repeated

Grammar to help comprehension – let the authentic text lead

How does it work in practice?

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?

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.

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.

What real world texts will provide input

Real Text/Video/Audio provides vocabulary

Real Text/Video/Audio provides logical connectors

Real Text/Video/Audio provides structures