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Using Task-based Approach to Fulfill the Can-Do Statements

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MInghui Anderson

on 8 September 2014

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Transcript of Using Task-based Approach to Fulfill the Can-Do Statements

Using Task-based Approach to Fulfill the Can-Do Statements
時間仍然繼續在走, 我仍然還在學習
2013年秋天 學以致用......
Task - Based Approach
2013年 StarTalk "Aha!"
Our brains focus on functions. We think what we want to do then find a appropriate functions to perform it.
2012年 StarTalk 溫故知新
More Specific Language Functions:
王明慧/ Mandarin Teacher @ Sacred Heart Preparatory, Atherton
2010年 StarTalk 啟蒙
Stage 1:
What should students know, understand and be able to do?
Q: Central function of Language?
3 Modes of Communication
Express likes and dislikes
Identify things
Ask questions
Describe people
Describe people, places, things
Present, explain, discuss information
Express hopes, dreams and future plans
Express feelings and emotions
Tell or retell stories
Ask and respond to questions
Express preference and opinions
Agree/ Disagree
•Ask for assistance
•Ask for permission
•Express how often, how well
•Express likes and dislikes
•Express obligation
•Extend invitations
•Give directions
•Maintain a conversation
Curriculum should be organized around the topics and functions.
Content + Functions =What students must know and be able to do.
Can-Do Statements

I can ask and answer what TV shows I/ peers watched using 看"過" (past experiences)
I can express interests using 對XX有/沒興趣 or 覺得有/沒意思
I can invite a friend to a movie using 請
I can state if something is on sale using 打X折
I can recognize and present the difference between a question and a statement using " 有沒有搞錯"

I can greet my peers.
I can say my name and ask people's name.
I can ask and respond to simple questions about dates, times, places, and events on schedules, posters, and tickets.
I can order a meal.

To backwards plan successfully, it is necessary to start with learning objectives.
Students will be able to ...... or
Students can ......
What one can do with the language?
--->Language function
Vocabulary and structure are tools to perform functions.
We use language for communication.
We think what we want to do then we say it.
"I want to know her."
"I'd better apologize."
"I need to ask him if this pair of blue jeans is on sale."
In other words, our brains focus on functions not vocabulary and structures.
My 2010 lesson plan "Can-Do" statements:
Students will be able to use the proper terminology to tell what related activities and how they do on the Internet in target language.
Students will be able to state what positive and negative impact the Internet has had on their daily lives (pros and cons).
My 2012 StarTalk Can-Do Statements:
Students will be able to describe the significance of Chinese engagement ceremony.
Students will be able to use colors in culturally appropriate ways.
2013 StarTalk:
LinguaFolio Can-Do Statements
Plus Task Based Evidences.
Vocabulary and structures should be taught in communicative contexts where they appear naturally.
Vocabulary and structures should be taught in communicative contexts where they appear naturally.
ACTFL 2013年12月31日
NCSSFL and ACTFL Announce Publication of Can-Do Statements .......
Inspiration from Berkeley High World Language Department
用任務來檢驗學生的 Can- Do
Can Do Statements
如何把meaningful Drill 變成任務?
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