2. Jeanne Gilbert Uni of Waikato 20131

3. Healthy Eating – Curriculum Integration and Task Based Language Learning Jeanne Gilbert Uni of Waikato 20132

4. 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! Jeanne Gilbert Uni of Waikato 2013 3

5. Questions? Jeanne Gilbert Uni of Waikato 2013 4

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

7. 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 20126

8. 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 Jeanne Gilbert Uni of Waikato 2013 7

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

10. Fomulaic Language Jeanne Gilbert Uni of Waikato 2013 9

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

12. 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

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

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

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

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

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

18. Go to tki: Learning Languages tkiLearning 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 http://www.education.auckland.ac.nz/uoa/home/about/centres/ professional-development-centres/tpdl/lipi-contact Web links - tki and: Jeanne Gilbert Uni of Waikato 2013 17

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

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