CLIP TITLE: Clip 6 - Begin with context –embedded tasks which make the abstract concrete.
CLIP DURATION: 6 minutes 12 seconds

TIMECODE	TRANSCRIPT	
00:26	I’m so excited about some of the things that I’ve seen you bring into class, and I can’t wait to hear you sharing about what your family treasures are. There are some really amazing items there and in a moment we’re going to be able to share those. But first of all just talk about what we’re learning to do today. We are sharing what we know about our family treasure. And to do that we’re going to learn to use complete sentences and give us as much detail as possible when we talk. And then later on we’re going to read a description of a family treasure to identify the language features. To do that I’m going to share with my family treasure. Now yesterday somebody guessed that it had to do with clothing.
	
1:17	Um is it like a really special piece of clothing from your Mum or Dad…?

1:22	It is a special piece of clothing, and the special piece of clothing is from my grandmother. It’s just got a little bit um broken and um, and old really. Yes.

1:35	How old is it?
	
1:36	It is about, about 60 years old now, this costume.
	
1:42	And on the board I think you’ve covered most of what it would be that I would talk to you about. My treasure is, who could tell me. Alex? 

1:53	Um a ballet costume.
	
1:55	Thank you. That’s correct.
	
1:57	There’s lots of sequins on it.
	
1:58	Good and can you tell me some colours?
	
2:00	Um gold, black.
	
2:03	I like the way you’ve used the adjectives there, black, silver, so they’re describing my costume, my grandmother’s costume.

2:13	I’m gonna start the session of by once again having a look at what our technology outcome is. We are learning how to construct a simple lantern because we’re starting off with a very simple lantern that you’ll make a bit later on. And then we’re going to be building out towards you guys making a lantern that you’ve designed yourselves. So that’s where we’re leading towards. So but today we’re talking about imperative verbs. Imperative verbs are words which give commands. Okay they’re words that tell us exactly what we must do. All right, so that’s an imperative verb. We’ve got some here. 

	
3:00	Well the first thing that would happen in terms of deciding on language learning outcomes would be to look at content and to see what language is required by the students in order to be able to interact with the content. So then I might go off to um the English language intensive program, which is a great resource in terms of identifying a particular language structures and features of text types and so on. 

3:31	So the first thing we want you to do in your group, is to put the pictures in order. Second thing is to match the words with the activity that’s shown inside the picture. 

3:43	It’s hard, is that next, and then blue yeah. Yeah. No no no.no. Yeah that one, you hold that one’s … down word. This is press. Which one is a staple in the picture. Staple. Okay these, this is the staple and the last one, roll and handles. Oh yeah. Roll. Roll. Yeah. 

4:19	Roll move up there.  Glue. What about that’s and then there’s that. 

4:26	When I do the sequencing features um it’s easy cos we, I seen pictures and it’s um like doing um, doing something that’s um same with the words.

4:44	Nice, nice work high five. High five.

4:49	Fold the paper, then crease the paper, you cut the paper, you roll the paper, you glue the paper together so it sticks. You press the paper together, yeah so the glue dries. You cut a handle and then you staple the handle onto it.

5:11	Very interesting site for our next activity. What is likely to disappear?

5:21	And then you need to write a statement. We predict that when is introduced that, and you need to list what you think will disappear. Now really importantly you need then also give your reason, because …

5:38	I think that the kiwi would disappear because the rat would feed on it or eat it. Or the weta would disappear because the rat would eat it. It will kill it.

6:02	Thank you there’s been some people doing some really good thinking this morning, and using lots of prior knowledge also, to make their predictions, well done.

6.12	ENDS