Let’s Review

1. Let’s Review Why not?

2. What effects might the ACTFL guidelines have on teaching? • Focus on what you do with the language rather than grammar principles. • One teacher says to students, after chapter 8 you will be able to use the imperfect….. • Another teacher says, after chapter 8 you’ll be able to share experiences from your childhood, talk about things you did when you were a kid etc.

3. Skill getting V. Skill using • Pseudo communication • Learning structures • Teacher-centered • Controlled speech • Structured/focused(predictable) • Complete sentences • Slow rate of speech • Systematic correction • Interaction, communication • Accomplishing tasks • Student-centered • Creative use of language • Open-ended, Spontaneous activities • Incomplete when appropos • Natural rate when possible • Delayed correction

4. DiPietro??? • What’s diff. between role-plays, simulations and scenarios? • Role play example: • You are in a restaurant. The waiter comes to take your order. You look at the menu and tell the waiter what you want. • Waiter introduce yourself to the customer, explain that fried okra is the chef’s specialty. Ask what the customer would like to eat and drink.

5. DiPietro(Cont.) • Simulation: • Roles: Owner: Restaurant is to be reviewed by the food critic, tell waiter to give good service and suggest best entreesWaiter: Wait on food critic, Follow orders of the ownerRestaurant Customer: Evaluate food and service, Make obs. to your companionDinner Companion: Food not bad, don’t like service, Express opinions to critic. • Focus is on “speech function” • What do Role plays and Simulations lack? • Non-language related problem to solve

6. Groups of Two • Look at these textbooks • Create a good Role-Play to be used as a Skill-Getting activity. • You have 5 mins. – Go!

7. Types of Tasks • Guessing games • Finding connections • Ideas from a central theme • Implications/Interpretation • Comparing • Detecting differences • Putting in order • Priorities • Charades, pictionary, 20 questions • Connecting pairs, combine into story • Associations, Uses of object, What will you need? • Doodles, pictures, character studies, forseeing results • Odd man out, categories • Two similar pictures how different, Alibi, Spy • Pic. Sequence, sentence sequence • Rating, survival games

8. Speaking Activities • Choosing candidates • Layout problems • Combining versions • Compound activities • Debates • Publicity campaign • Which are your favorites? • Prize winners, Heirs, Prisoners, Victims • Zoo, Couples, Dinner parties • Compare texts, some bad info. Some good make logical story. • Read letter, group writes a response. • Groups get a side of an issue, time limits • Save the whales, stop smoking What would you like to practice???

9. Create a good open-ended activity(ies) to develop fluency and communicative ability. • ‘The more confidently you can answer yes to each of these questions, the more task-like the activity. • 1. Will the activity engage learners' interest? • 2. Is there a primary focus on meaning? • 3. Is there a goal or an outcome? • 4. Is success judged in terms of outcome? • 5. Is completion a priority? • 6. Does the activity relate to real world activities? • And duh, Interaction-Do they have to talk to complete the objective?