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Making Communication Meaningful: Creating Interpersonal Communicative Tasks .


Overview • Ways to asses students´ performance • How to manage a communicative classroom • Techniques to develop engaging, challenging tasks


PROFICIENCY LEVELS Intermediate

Novice IntermediateLow

PreAdvanced


I can . .Ask & Answer Questions Novice: Answer simple questions with a single word or two Intermediate-Low: Ask simple questions and provide brief answers Intermediate: Ask and answer a wide variety of questions, giving reasons and explanations, and asking follow-up questions

Pre-Advanced: Ask and answer a wide variety of questions requiring extended explanations and follow-up discussions


Integrated Performance Assessment Cluster assessment featuring 3 tasks,, each of which reflects one of the 3 modes of communication

Interpretive Communication

Presentational Communication

Interpersonal Communication


Interpretive Communication • Students listen to, view and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. • The teacher provides students with feedback on performance.


Presentational Communication • Students engage in the presentational mode by sharing their research /ideas/opinions. – Samples presentational formats: speeches, drama, skits, videos, radio broadcasts, posters, brochures, essays, websites, etc.


Interpersonal Communication • After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. • Participants need to initiate, maintain, and sustain the conversation


What is the mode of communication? 1 Prepare a poster about your favorite sport. 2 Watch a travel video and jot down places of interest. 3 Talk about what to do on the weekend. 4 Send a letter to an e-pal. 5 Create a graphic organizer for new vocabulary.

6 Create a skit where you buy something in the market.


What is the mode of communication? 1 Prepare a poster about your favorite sport.

presentational

2 Watch a travel video and jot down places of interest.

interpretive

3 Talk about what to do on the weekend.

interpersonal

4 Send a letter to an e-pal.

interpersonal

5 Create a graphic organizer for new vocabulary.

Interpretive

6 Create a role-play where you buy something in the market.

presentational


Assess Communication


Individual Accountability • Cooperative learning groups are not successful until every member has learned the material or has helped with and understood the assignment. • It is important to frequently stress and assess individual learning so that group members can appropriately support and help each other.


Strategies for Cooperative Work 1. Think Pair Share • A question is asked • Ss think /write about the question individually • Ss share answers with partner • Ss get in groups and share answers Optional – 1 Ss reports his/her partners’ answers.


2. Numbered Heads Together Ss in groups number off

1

2 T poses problem or question.

Group members confir.

3 4

T call out number at random. Ss with those # answer ? for the group


Novice

Intermediate-Low

• Who are the people in this picture? Describe them. • What do they like to do? • What don’t they like to do?

• What did members of this family do yesterday? • What questions would you like to ask about this family?


Intermediate • This family spends time together each week. What traditions exist in your family? • Explain one tradition in detail. What are you currently doing to create or continue family traditions? • What traditions will you establish when you have a family of your own? Describe a tradition that you hope will exist in your future.

Pre-Advanced • Many believe that families who have strong traditions have a better quality of life. Do you agree or disagree with this belief? • What impact would stronger families have on our society? Support your opinions with specific examples.


Essential Question • What does it mean to be proficient in a language? • Or • How will my students use what I am teaching in a real-life context?


Raise the proficiency level Create a sentence that combines the ideas in both images.

1. but 2. not 3. never 4. and 5. because 6. then 7. always


Yesterday – Today - Tomorrow

What will happen?

What happened?

What is happening?


Structured Debate Imagine their lives. Where would you rather live and why?

What might cause you to change your mind and why?


What is the T.A.L.K. rubric? Assessment rubric /Ss are assessed in four areas:

T – target language, trying to communicate, talk relevant to the task

A – acceptable level of accuracy with regard to the objective of the lesson

L – listens to his/her partner & is on task K – kind & cooperative, works with his partner/group Mark plus (+) if the work is excellent, a check (√) if the work is good to fair and a minus (-) if work is needed.


Computer Games Advantages

Disadvantages

Examples

Examples

Conclusion


Scaffolding • appropriate assistance to students to achieve what alone would have been too difficult for them. Visual scaffolding is support that includes images and words that can be seen as well as heard.


Scaffolding oral language • Face students when you speak • Increase wait time and pause frequently • Use visuals, props, drawings, gestures to increase context information • Frequently incorporate learner actions • Increase wait time when questioning • Paraphrase when needed • Explain terms and idioms when needed • Emphasize key ideas and vocabulary


CHECK COMPREHENSION • Choral Response – Ask a one-word answer to the class at large; volume of answer will suggest degree of comprehension. Very useful to “drill” new vocabulary words. • Empty outlines – Distribute a partially completed outline of today’s lecture and ask students to fill it in. Useful at start or at end of class.


• Total Physical Response (TPR) – Students either stand or sit to indicate their binary answers such as True/False, to the instructor’s questions. • Read Aloud – Choose a small text to read aloud, and ask students to pay particular attention to group thoughts.


• One- Minute Papers – Students write for one minute on a specific question (which might be generalized to “what was the most important thing you learned today?”). Best used at the end of the class session –entry/exit ticket. • True or False? – Distribute index cards (one to each student) on which is written a statement. Half of the cards will contain statements that are true, half false. Students decide if there is one of the true statements or not, using whatever means they desire.


• Learners can only attend to what they understand. • Check their understanding at the beginning, end, and every 10 minutes during class. • If they don’t understand, teach it another way.

Comprehensible Input


“Learning to speak another's language means taking one's place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people." Sandra Savignon Communicative Competence: Theory and Classroom Practice Š


Thanks to Laura Terril

• Kick Me: https://www.teachingchannel.org/videos/mak ing-vocabulary-lesson-interactive • http://home.comcast.net/~mariluwho/Hando uts05/CooperativeLearningShow_10_05.pdf


TPR Resources and examples • http://www.sil.org/sites/default/files/files/introdu ction_to_oral_english_using_tpr.pdf • http://www.springinstitute.org/Files/tpr4.pdf • http://www.dupage.k12.il.us/_includes/services/ doc/3TOTAL%20PHYSICAL%20RESPONSE.doc • Editorial: “Tricks of the Trade”


• • • •

Kick me http://www.mlmcc.com/ The word of the day http://www.youtube.com/watch?v=7iDZgk0 Ihp0 • Pictures, e.g., – Google Images



Making communication meaningful