Dana M. Pilla Spanish Teacher Haddonfield Public Schools

1. Let’s Get Our Kids Talking!Interpersonal & Presentational Modes Camden County Professional Development Dana M. Pilla Spanish Teacher Haddonfield Public Schools

4. What is the interpersonal mode of communication? • Two way interactive communication • Two or more speakers engaging in meaningful conversation • Spontaneous speech • Spontaneous e-mailing or IM-ing • Must interpret message and respond appropriately • Negotiate meaning to interpret

5. What does a “novice-mid” speaker look like? • Lists and memorized language • Minimum communication • Information or common settings • Answer simple questions • Difficulty forming questions • Difficult to understand • Limited vocabulary • Needs repetition/restating

6. ACTFL novice high speakers NOVICE HIGH They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture: basic personal information basic objects and a limited number of activities preferences and immediate needs. Novice-High speakers respond to simple, direct questions or requests for information They are able to ask only a very few formulaic questions when asked to do so.

7. ACTFL novice high speakers Rely heavily on learned phrases and what they hear from their interlocutor. Their short and incomplete utterances may be hesitant or inaccurate. They may sometimes appear surprisingly fluent and accurate because of their ability to memorize phrases These speakers first language may strongly influence their pronunciation and syntax , Novice-High speakers can generally be understood by sympathetic interlocutors used to non-natives.

8. How can students practice at the NOVICE level? How can students practice at the NOVICE level? TPR / TPRS Description of pictures and persons Q & A between student and teacher Dialogues Songs, rhymes and drama Games and recreational activities Reading Writing

9. How can students practice at the NOVICE level? • labels, graphs and charts • questionnaires and guided paragraphs • sequencing • creating and describing • copying

10. How can we TEACH interpersonal speaking? • Model interpersonal mode for class • Encourage turn-taking • Tolerate silences • Show interest in students’ responses • Encourage elaboration • Ask for clarification • Recasting • Avoid correcting students in front of peers • A warm atmosphere = more student risk taking • Use gestures to encourage communication • Appropriate topics for age level

11. How do you create an interpersonal assessment? • Write an introduction to task • Focus on the common thread • Create meaningful situations for the students

12. How do you conduct the interview? • Make students feel comfortable during assessment • Tailor the questions to their level • Find the “ceiling” and the “floor” for each student • Push students to perform at a higher level • Create role-plays that encourage language production

13. Novice-mid: Interpersonal Rubric

14. What is the presentational mode? • Speaking or writing to a person or audience • One way communication • Examples: writing an e-mail • Making a Powerpoint presentation and speaking about it • Making a commercial for a product • Giving a school tour • PREPARED speeches or dialogue

15. Novice-mid Presentational Rubric

16. Pecha Kuchahttp://pecha-kucha.org • PechaKucha 20x20 is a simple presentation format where you show 20 images, each for 20 seconds. The images forward automatically and you talk along to the images.

17. How to make a Pecha Kucha • Modify the amount of clip art • 10-20 slides • Find realistic photos • Put groups of like photos per slide or 1 photo per slide • Teacher vocab with visual and movement • Make the same presentation for guided speaking

18. What does the “intermediate-low” speaker look like? • Strings of sentences • Ask and answer simple questions • Survival skills • Comfortable with familiar topics • Takes more risks = Frequent errors • Less accurate as task/message becomes more complex

19. Intermediate-low Interpersonal Rubric

20. What does the “pre-advanced” speaker look like? • Narrate and describe in major time frames most of the time • Topics of general or personal interest • Understood without difficulty • Can speak in well formed paragraphs • Paraphrase • Circumlocution

21. Intermediate-low Interpersonal Rubric

22. How can students practice at the INTERMEDIATE level? • TPR to teach vocabulary • Semantic maps/graphic organizers • Spontaneous conversations (ex: debates) • Role-plays • Teacher/student interaction • Directed discussion • Speaking games • Think-pair-share • Describe and explain

23. How can students practice at the PRE-ADVANCED level? • Q & A between teacher and student or student and student • Role-Plays that elicit past, present and future • Ping-pong = back and forth between students recorded with points for each idea • E-mailing spontaneously • Spontaneous group discussion on a particular topic • Directed discussion • Jig-saw activity • Asking questions, giving feedback and internalizing specific topics

24. Intermediate-low Presentational Rubric

25. How can teachers incorporate cultural awareness? • Thematic Units: Choosing topics that force students to compare cultures or reflect on their own The Environment: How are our problems similar to problems in Argentina? How are we interconnected? Heath and Fitness: How is your daily routine different from a student’s daily routine in Puerto Rico? Nutrition: What do you like to eat that’s healthy?

26. How can teachers incorporate cultural awareness? • Teach culture through texts: songs, poetry, literature, advertisements, magazine articles • Through perspectives: news programs, political propaganda, interviews • Through life experience: guest speakers • Through practices: the way people do things

27. How do students show they have learned culture? • Writing an e-mail to a political official about a certain topic • Debating the issue of illegal immigrants in the United States • Comparing US culture to target culture by speaking to classmates • Analyzing perspectives from the news during Q & A • Preparing foods in class • Reflect on song lyrics by relating meaning to their lives • Using the information learn to ask or answer questions

28. How to write the task 1) Find an authentic text with appropriate proficiency level 2) Tailor the text to fit students’ level 3) Pick out the dominant theme from the text 4) Create a scenario with a common thread 5) Task must reflect students’ interests

29. Novice level Overviewby Guy Tulp • TOA Title: Mi Nueva Escuela; Mi Nuevo Amigo • Theme: People Important to Me • Level: Novice-Mid • TOA Overview: Your Spanish class has begun a pen pal exchange with a class of students in Spain. You receive a letter from your pen pal, and you are very excited about this experience. You are very excited to tell your class about your new friend, but first, you realize that you hardly know anything about your own good friend here in the USA! During the time your teacher gives you to chat and practice your Spanish, have a conversation in which you and your friend “catch up” on what your days in school are like.

30. Intermediate-low Overviewby Luis Bayona Task Title: Sueños y sonrisas: La revista de los niños Theme: Discovering the World Level: Intermediate Low Description of Task: Your sister’s boyfriend or your brother’s girlfriend is coming for the first time to the U.S from Panama City. They met 3 years ago during a student exchange program in Panama. They have been dating since, but you don’t know anything about that person. Your brother or sister is asking for your approval, but since you don’t know anything about the other person, you can not make a decision. Therefore, you will have a conversation with this person to find out more things about his or her life. I will suggest a list of personal information things such as manners, taste for food, favorite things to do, culture, family relationships, likes and dislikes, and point of view that will help you to create and formulate important questions to complete your task

31. Pre-advanced Overviewby Jose Rodrigo • TOA Title: Un Cuentecillo Triste • Theme: Relationships • Level: Pre-Advanced • TOA Overview: You are an exchange student in Colombia. You start browsing through the Sunday edition of the newspaper “El tiempo”, and notice a short story in the literary section that you find particularly interesting. After reading “Un cuentecillo triste”, you and your new Colombian friend meet at a café and start talking about the story you just read. After exchanging your impressions of the story, you discuss how your ideal date would be, and describe your first date (or first day at school or first job or meeting someone new) and the feelings that accompanied that event.

32. Pre-Advanced Role-Play ROLE PLAY CARD #1 Let’s Go reviewer: You have just arrived at the Plaza Mayor (the big square in the center of Madrid) and you need to get something to eat. The problem is there are not tables left! You decide to take a dare and sit down with a Spanish girl/guy who is also alone. Strike up a conversation. Talk about your visit to the Prado. You might want to bring up your favorite piece of art, the size of the museum, etc. Local Spaniard: You’re pretty impressed that this American speaks Spanish so well! You want to know what he/she is doing in Madrid. You’re studying Art History at the University and are very interested in Spanish art. You’d like to know how the Prado compares to museums in the USA. Are the prices different? Is the museum bigger? Are the collections different?