Teaching ADVANCED Structures:

PRESENTING &CURRICULUM

Gary DiBianca NTPRS 2013

gary.dibianca@gmail.comTwitter: @garydibianca

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

PARADIGM SHIFTMaking it work … for you and your students

http://macam-macam-ada-shop.blogspot.com/2010/06/fisher-price-brilliant-basics-babys.html

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?

Are “ADVANCED STRUCTURES”

Difficult?

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

No, Not if they are based on Meaning and Context and Not only Grammar and Descriptive Linguistics.

BUT CONNECTIONS and PATTERNS CAN BE MADE

Or…

Cuando llegues, la veremos.

Adverb Clause with 2nd person present subjunctive

First person pluralfuture tense

Feminine Direct Object Pronoun

When you arrive, we will see it.

Cuando llegues, lo veremos.

So…

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

Cuando llegues, la veremos.

When you arrive, we will see it.

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CIRCLINGUsing all of

these variables as

options To creatively Ask questions for more input

Example Structure or Statement

Cuando llegues, la veremos.

When you arrive, we will see it (film).

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BEFORE

THEY ARRIVE THEY LEAVE

IT – the book

WE WILL ______, THEY WILL _____

QUICK DEMO:

Cuando llegues, la veremos.

When you arrive, we will see it.

Cuando llegues, la veré.

Cuando tu mamá llegue, ya verás.

Cuando ellos SALGAN, ya verás.

CI Idea BREAK

• INTENSE PQA or TALKING WITH YOUR KIDS

• TALK ABOUT THE DAILY NEWS

• TALK ABOUT A CULTURAL PRACTICE, PERSPECTIVE, or

PRODUCT

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DEMO:

HOW TO GET A GOOD PERSONALIZED STATEMENT

FROM YOUR CLASS!!!

USING A PRE-DETERMINED STRUCTURE

PQA to get a good statement using example structure

Recomiendo que ___ mire ____. I recommend him/her to watch…

PQA QUESTIONS

1 What do you watch on TV?

2 What is your favorite TV show to watch?

3 Do you recommend that I watch your favorite TV show or _____ (another tv)?

4 What TV show do you recommend that your friend/parent watches?

5 Why do you recommend that someone watches your favorite TV show?

ExampleStructure:

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.

My original structure:

Recommends that s/he/I watches

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 _____

• Rú guǒ … shì fǒu…

• Kàn qǐ lái hǎo xiàng

• Zhīsuǒ yǐ… nàshíyīnwèi

• Il fant que je fasse

• J ’aurais aimé

• Il aurait dû

• Unterhalten sich

• Würde etwas kaufen

• (das) gefällt ihm

Coming Up with Advanced Structures

THINK VOCABULARY

THINK LANGUAGE FUNCTIONS

THINK GRAMMATICAL STRUCTURE /

PATTERNS

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:

PREPARING LESSONS

• CREATE STRUCTURES AND USE FREE FORM

• CREATE STRUCTURES BY PULLING FROM A SOURCE

BACKWARD PLANNING

FROM SOURCE

PLANNING WITHOUT A

SOURCE

Example structures:

Likes to sing

    (eat, dance)

Liked to sing Would like to sing Would like that “someone else” sings

Goes to/with _______

Went to/with ______

Would go to/with ______

Would like that “someone else” goes to/with _____

Needs to write Needed to write Would like to write Would like that “someone else” writes

Has a ______ Had a ______ Would have a ____ Would like that “someone else” has a ______

Gives it to her Gave it to her Would give it to her Would like that “someone else” gave it to her

Example structures:

watches watched will watch recommends that “someone else” watches

tries to carry tried to carry will try to carry recommends that “someone else” tries to carry

calls him/her called him/her will call him/her recommends that “someone else” calls him/her

is reading was reading will be reading recommends that “someone else” reads

has to drink had to drink will have to drink

recommends that “someone else” has to drink

Let’s Adapt a Textbook Chapter’s

Vocabulary List

• STRUCTURES with EMBEDDED GRAMMAR

This list is taken from Higher Vista Learning’s Imagina text

Let’s Adapt a Textbook Chapter’s Vocabulary List

• TPR/GESTURES

I think about easyWords 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:Quiero que Ud. navegue en la red

THINK VOCAB, CONTENT & GRAMMAR EASY / GESTURES STRUCTURES

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.

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

IDEA BREAK FOR

“USING STRUCTURES WITHOUT A SOURCE”

Let´s Verify the Detail with an actor

• Structure:

doubted that ____ had already sung• Statement: Gary dudó que Lady Gaga ya

hubiera cantado “Born This Way” (PAST)

TEACHER: Gary, do you doubt that Lady Gaga has already sung “Born this way”? (PRESENT)

Gary: Yes, I doubt that Lady Gaga has sung “BTW” already. (PRESENT)

LIST OF READING materials • Stories/poems• Ads • Brochures• Summaries • Songs• Legends• Articles, graphs, press• Film scripts• Speeches • Culture Notes

Backwards Planning From a Written/Audio Source

+ Unit

DiBianca, 2013

UNIT TOPIC:

ESSENTIAL QUESTIONS:

“AP” THEMES:

LANGUAGE FUNCTIONS:

ACTFL’s 5 Cs

Communication

Culture

Comparisons

Connections

Communities

Modes of Communication

Interpretive Listening Reading

Presentational Speaking Writing

Interpersonal Speaking Writing

Modes of Cultural Understanding

ProductsPerspectivesPractices

College Board’s World Language AP Themes

Global Challenges

Science and Technology

Contemporary Life

Personal and Public Identities

Families and Communities

Beauty and Aesthetics

Comparisons

Linguistic

Cultural

Backwards Planning From a Written/Audio Source

1. Read text and pull structures:• HOW? What do many students not know or

consistently find problematic?

2. Organize structures looking for commonalities in Function, Form, Word Type, Teachability, Grammar Connection

3. Divide words up in chunks for lessons

And organize them in a meaningful/ teachable way

Novel Legend Storybook

Advanced Level Lessons with Comprehensible InputESTABLISHING MEANING & MAKING ADVANCED

CONNECTIONS

Gestures with new forms of verbs PQA using structures (and others)Compare and Contrast Grammar

Points• Word Associations / Connections• Mnemonics

Structures I found/liked:• Present Subjunctive and

Adjective Clauses • Past Subjunctive and

Adverb Clauses• Past Subjunctive and AS

IF…COMO SI (present)

EXAMPLE: Authentic Colombian Storybook and Character:

Chigüiro se va

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?

UNIT TOPIC:

Our Identities – Past, Present, and Future:  YOUTH AND OLD AGE

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?

“AP” THEMES:

• Public and personal identity• Family and community• Science and technology

SOURCES: • Storybook: Chiguiro se va• Story: La cucarachita Martina – Rosario Ferre• Poem: A Julia de Burgos – Julia de Burgos• 10 articles about 10 different topics for class

discussion• Listenings about youth/old age and technology

DiBianca, 2013

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

La leyenda del maíz – leyenda mexicana/aztecawww.letrasparavolar.org

• Make Word Associations: New High Frequency Word:

Lograr

Definition: Conseguir lo que se intenta; Llegar a su perfección una cosa

Translation: To achieve, obtain,

Other forms: Un logro

Verbo nombre adjetivo/adverbio

Synonyms: Conseguir, obtener, alcanzar (reach), conquistar, ganar

Antonyms: Perder, fracasar (fail)

Used in a sentence: Michael Phelps logró su sueño con 22 medallas este año en Londres.

A student sentence:

Illustration:

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CREATION OF STRUCTURES

COACHING & COMMUNITY

PQA CONTRASTIVE GRAMMAR

WORD ASSOCIATIONS

CURRICULUM DESIGN

CIRCLING

VERIFY DETAIL

THE CONTEXT

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:

Write 5 questions to get personalized information and a good statement using

example structure

PQA QUESTIONS TO SET CONTEXT AND DISCUSSION

123

4

5

Michelle Kindt & Gary Di Bianca

GARY O?

“Answer” Key+ yes O or

A̶ no ? word

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ask questions________________________

________________________

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SSUBJECT

1Who?

√ Comprehension Check

VVERB PHRASE

3Doing what?

√ Comprehension Check

O OBJECT

2What?

√ Comprehension Check

+Additional Prepositional Phrases /Adjectives

Sentence Circling Template

Divide your statement in parts

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PRACTICE

CIRCLING

DiBianca, 2013

UNIT TOPIC:

ESSENTIAL QUESTIONS:

“AP” THEMES:

LANGUAGE FUNCTIONS:

ACTFL’s 5 Cs

Communication

Culture

Comparisons

Connections

Communities

Modes of Communication

Interpretive Listening Reading

Presentational Speaking Writing

Interpersonal Speaking Writing

Modes of Cultural Understanding

ProductsPerspectivesPractices

College Board’s World Language AP Themes

Global Challenges

Science and Technology

Contemporary Life

Personal and Public Identities

Families and Communities

Beauty and Aesthetics

Comparisons

Linguistic

Cultural