1.  Learning Learning Languages Jeanne Gilbert School Support Services University of Waikato

2. Eating Spanish style in Pudsey Identity Language and Culture Who are we? Know yourself first! Why learn at least one additional language and culture? Let’s eat out! So… let’s eat out!

3. The plan for today… Refer to the violet activity log in the language packs…

4. Ellis’ priniples 1+6 (handouts available) – formulaic language and input 1. View your language video. It is set up for you to start…  Chinese unit 13  French unit 19  German unit 20  Japanese unit 20  Spanish unit 20

5. 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

6. Intercultural awareness (iCLT) Intercultural communicative language teaching Chinese:  Shén me shì yī yàng? 什 么 （是）一 样？ (same?) Shénmeshìyīyàng  shén me shì bù yī yàng 什 么（是 ）不 一 样？ (different?) shénmeshìbùyīyàng 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

7. 3 Input review… Ellis’ principle 6 – input An input methodology: IRDPX II input RR recognition DD discrimination PP production XX extension

8. 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

9. Ellis’ principles 6,7 – input, output Methodology: PPP (not in grammatical sense) PP presentation (input) PP PRACTICE PP production

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

11. 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.

12. Ellis’ principles 6,7 – input and output 4. Minicards  With 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

13. Ellis’ principles 6,7 – input, output and interaction 5. Bingo cards:  one person calls (use check sheet) and the others mark off with counters  Practise the Q+A on the bingo card title to scaffold preparing for the dialogue  in pairs practise the question and possible answers

14. Ellis’ principles 6,7 – input and output 6. Quizlet urls  French: http://quizlet.com/1288229/french-pancake- stall-flash-cards/http://quizlet.com/1288229/french-pancake- stall-flash-cards/  Spanish: http://quizlet.com/1273994/takeaways-in- spanish-flash-cards/http://quizlet.com/1273994/takeaways-in- spanish-flash-cards/  German: http://quizlet.com/1262703/german- takeaways-flash-cards/http://quizlet.com/1262703/german- takeaways-flash-cards/  Japanese: http://quizlet.com/6506311/japanese- food-flash-cards/http://quizlet.com/6506311/japanese- food-flash-cards/  Chinese: http://quizlet.com/6507253/chinese-food- flash-cards/http://quizlet.com/6507253/chinese-food- flash-cards/

15. 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

16. euro(s)/euro/Euro Jeanne Gilbert UoW 2008

17. 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 Voilà M Merci mademoiselle. Au revoir. Mme Au revoir, monsieur.

18. Eating Out… Jeanne Gilbert UoW 2008 2

19. ACTIVITY LOG: Let’s Eat out! Reflect and add to your log as you go… NZC Learning Languages Proficiency 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 ways  make connections with their own language(s) In cultural knowledge students will:  recognise that target culture is organised in particular ways  make connections with known culture(s)

20. Activities – work with a partner Principles PCK LSRWVP KCs (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) LSRV KCs (T) 2 Minicards – put out on table, discover and practise with a partner, ask for help with pronunciation if you need it. Input / output / interaction Principles 6, 7, 8 PPP (input, practice, presentation) LSRV KCs (TRUMP) 3 Bingo -  one person calls (use check sheet) and the others mark off with counters  in pairs practice the question and an answer Input / output / interaction Principles 6, 7, 8 PPP (input, practice, presentation) LSRV KCs (TRUMP)

21. 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 / interaction Principles 6, 7, 8, 10 PPP LSRWVP KCs (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/produc tion Principles 8, 10 LSRWVP KCs (TRUMP) 6Task sheet – listen and answer the 3 questions: Who? Where? What? Production Principle 10 KCs (TUMP)

22. 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 h ă o x. Nĭ h ă o y. Wŏ yào...

23. Eating Out… Jeanne Gilbert UoW 2008 2