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Penelope johnstone using advertising commercials to teach language and culture

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Information about Penelope johnstone using advertising commercials to teach language and...
Education

Published on March 10, 2014

Author: MLTANSW

Source: slideshare.net

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MLTA Annual Conference 7 March 2014 Programming for transition: Italian Penelope Johnstone Oatley Public School

Overview • Context (State / National) • Australian National Curriculum Languages: Italian • Oatley Public School • Continuity between primary and secondary language learning • Engaging students through peer teaching and learning • Conclusion

Context (State / National) • Overall decline in student numbers undertaking language study beyond mandatory 100 hours in secondary • Language courses cut from universities when numbers are adequate and sustainable • Quality qualified teachers supply • Challenges arising - funding cuts

Planning for K-6 What is the most challenging aspect of planning for K-6? Making the curriculum relevant for all stages!

Music – starting with a song! Adapting one song to fit K-6 Title: Theme: Unit: Oggi, Oggi = Today, Today The Weather (Il Tempo) Seasons (Le Stagioni) Resource: ABC Melody – Sing and Learn Italian!

Oggi Oggi / Today Today Oggi, oggi, fa molto freddo (Fa molto freddo, fa molto freddo) Oggi, oggi, fa molto freddo Fa molto freddo a Roma Oggi, oggi, fa molto caldo (Fa molto caldo, fa molto caldo) Oggi, oggi, fa molto caldo Fa molto caldo a Pisa Oggi, oggi, tira vento (Tira vento, tira vento) Oggi, oggi, tira vento Tira vento a Venezia Oggi, oggi, piove, piove (piove, piove, piove, piove) Oggi, oggi, piove, piove Piove, piove a Siena Guarda guarda guarda il cielo! Che tempo fa, che tempo fa? Guarda guarda guarda il cielo Nevica sulla città! Andiamo, andiamo fuori! Andiamo, è Natale! Resource: ABC Melody – Sing and Learn Italian!

Early Stage 1/Stage 1 Topic: Identifying seasons and related weather conditions COMMUNICATIVE FUNCTIONS Asking and talking about the weather Identifying the seasons Asking and talking about appropriate clothing for different types of weather conditions CULTURAL COMPONENT Seasons in Italy/Australia Northern hemisphere / Southern hemisphere LANGUAGE STRUCTURES VOCABULARY TEACHING STRATEGIES Che tempo fa? Fa freddo / Fa caldo Piove / Tira vento Nevica / È nuvoloso C’è il sole / Fa bel/brutto tempo Song ‘Oggi, Oggi’ – Worksheet to identify types of weather conditions / Use of flashcards to identify weather conditions In che stagione siamo? Siamo in estate / autunno / inverno / primavera Cosa ti metti in inverno? Mi metto… Role playing using actions for weather words Students make a poster for Today’s Weather Match season to weather/types of appropriate clothing

Stage 2 Topic: Identifying seasons and related weather conditions COMMUNICATIVE FUNCTIONS Enquiring and commenting on the weather Identifying the seasons Identifying and discussing appropriate clothing for varied weather conditions CULTURAL COMPONENT Starting dates for seasons in Italy/Australia Months / seasons written in lower case Seasonal food variation / Festivals LANGUAGE STRUCTURES VOCABULARY TEACHING STRATEGIES Use of verb ‘fare’ for weather Che tempo fa? Fa freddo / Fa caldo Piove / Tira vento Nevica / È nuvoloso / È nebbioso / C’è il sole / Fa bel/brutto tempo / È sereno / È variabile / C’è il temporale Song ‘Oggi, Oggi’ – Students locate weather forecasts for Cities mentioned in Song from authentic materials ie. Internet/La Fiamma and La Corriere della Sera Le stagioni L’estate / L’autunno / L’inverno / La primavera La temperatura minima / massima Access online weather forecasts on Rete Italia and SBS Radio Construct and present a weather report to the class or as an Assembly Item using a map of Italy Graph recorded weather patterns over term.

Stage 3 Topic: ‘La Moda’ for Fashion shows of the Season COMMUNICATIVE FUNCTIONS Identifying and commenting on appropriate clothing to suit weather conditions/seasons Identifying seasonal items of clothing and expressing likes and dislikes Expressing likes and dislikes in types of weather conditions/seasons CULTURAL COMPONENT Variation in timing for seasonal fashion in Italy/Australia Fashion Designers / labels /‘La sfilata’ LANGUAGE STRUCTURES VOCABULARY Vocabulary for weather and appropriate items of clothing Mi piace / Non mi piace Quando …. fa freddo / fa caldo /piove / tira vento nevica / è nuvoloso / è nebbioso c’è il sole / fa bel/brutto tempo / è sereno / è variabile / c’è il temporale … mi metto Prepositions.. d’estate / in autunno / d’inverno / in primavera La temperatura minima / massima TEACHING STRATEGIES Song ‘Oggi, Oggi’ – Students create their own rap version of weather song for their chosen locations Search seasonal ‘fashion week’ websites around the world Develop a short play incorporating a ‘situation relating to clothing’ /fashion parade using target language

Creating ‘La Sfilata’ Students bring to life their newly acquired knowledge and language skills with a ‘Performance’. They take ownership through their creativity. Each student plays an integral role in their own learning.

Performing ‘La Sfilata’ Students engage with the entire process. They acquire new vocabulary in the target language and work cooperatively with peers.

Creating shape with the body

Mirror imaging

Creating Arlecchino

Fostering links with local feeder schools • Students conduct interviews in classroom activities which promote confidence in using the language and understanding cultural concepts • They demonstrate their understanding by asking questions out of sequence and respond appropriately testing and assessing each other.

Peer support – strengthening links • Year 8 students who studied Italian K-6 at Oatley Public School • Working with these students raises the profile of languages in the primary context as students achieving great results at high school level due to prior knowledge gained in primary school • Success!!

Multi-modal focus Objective Through incorporation of multi-modal digital technology, students develop knowledge, skills and understanding: • Creating • Performing • Appreciating

Visual literacy through pubblicità? Student sample of short stop motion video created using Ipad app ‘Video Star’

Conclusion Positive outcomes of learning language using technology such as video conferencing through peer collaboration • Student engagement • Development of trust and selfconfidence • Long term retention of vocabulary and sentence structures in target language

Conclusion (Cont’d) Collaborative activities utilising video technology encourage elementary students to: • adapt • think • feel • evaluate • create • assess • observe • motivate themselves and others

MLTA Annual Conference 7 March 2014 Programming for transition: Italian Penelope Johnstone Oatley Public School penelope.johnstone@det.nsw.edu.au

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