Page 14 - BB_Textbook

Participating Bending Bamboo schools are encouraged to equip at least one Global Classroom on their campus
to link their English Language classes to other Delta schools and expert co-teachers. All of the Receptive, Productive, and Integrative elements explained below flow more naturally as students learn together and compete positively in a supportive Global Classroom network.
Each Bending Bamboo chapter opens with Guiding Questions for grades 10, 11, and 12.
THE FLOW OF EACH CHAPTER
Next, a two-page Profile features Delta people modeling sustainable and resilient attributes related to
the chapter/topic. Some profiles are based on interviews, while others are a composite narrative of two or more individuals. The content of the profile previews vocabulary related to the chapter/topic and related readings, recordings, videos, and writing materials.
An Overview page follows. The lead paragraph states the linguistic and development learning objectives of the chapter. Beneath this is a matrix detailing the Receptive, Productive, and Integrated skills for grades 10- 12 in the chapter. The last row of the matrix notes where this chapter augments Tieng Anh levels and units. Also included is the United Nations Sustainable Development Goals (SDG) banner with goals pertinent to the chapter highlighted. The section also provides a link to Vietnam’s assessment of its performance on the SDGs, and where growth is needed.
Several pages of Receptive skills follow. These include separate Reading & Listening materials and In- Class Activities for grades 10-12.
All materials derive from Vietnam
and the Mekong Delta. Supporting audio recordings and tape scripts for all readings and videos are provided on the Bending Bamboo website.
The recordings feature native and Vietnamese users of English. Each grade level of Receptive skills closes with three recurring activities: one, there is a prompt for Idea Generation; two, there is a Spelling Bee option
for linked Global Classrooms; and three, Jitters the Weasel introduces
Grammar points introduced in the chapter. Again, it is advantageous for Bending Bamboo schools to equip
at least one Global Classroom so
that students can learn and compete alongside their peers in the Delta. Finally, MLA footnoting is modeled at the end of each section.1
In grade 10, students answer “me” questions that connect their identity and thoughts about jobs and further study to life in the Mekong Delta.
In grade 11, students respond to “we” questions that lead to applied use of English in community and society, for the advancement of Vietnam.
In grade 12, students discern how
to “grow the future” of Vietnam’s leading role in ASEAN and the world.
Grammar
1. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
14 INTRODUCTION
BENDING BAMBOO