Joshua CabralBrookwood SchoolManchester, MA

Refresh and Revitalize Your Teacher Toolbox

November 3, 2012

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Workshop Plan

Interactive Speaking Activities based on speaking objectives

Speaking Objectives Performance Transaction Interaction

Pike, R. W. 1989. Creative Training Techniques Handbook

Language: Modes of Communication

Performance

Transaction

Interaction

Monolog, public, prepared

Give or receive provided information

Turn-taking, unprepared

Performance Activities Active Communication

in the GlobalClassroom

Prepared

Free-writingMapping

Twins

Transaction Activities-Large GroupGive or receive provided information

Twin TemplateActive

Communication in the GlobalClassroom

Active Communication in

the GlobalClassroom

Active Communication in

the GlobalClassroomJe/Yo

Il/Él

Vous/Usted

Elles/Ellas

Tu/Tú

Nous/Nosotros

Active Communication in

the GlobalClassroom

Active Communication in

the GlobalClassroom

Active Communication in

the GlobalClassroom

X

XXX

X X X X X XX X

Transaction Activities-Pair

Guess What

Active Communication

in the GlobalClassroom

Transaction Activities

Active Communication

in the GlobalClassroomTransaction Activities

XX

X X X X X X X XX X

Active Communication

in the GlobalClassroom

Transaction Activities

Active Communication

in the GlobalClassroomTransaction Activities

Active Communication

in the GlobalClassroomTransaction Activities

Interaction Activities

Sorting categories

Turn-taking, unprepared

Camille ClaudelMC SolaarZinedine ZidaneFrançois HollandeLéopold Sédor SenghorAlexandre DumasLouis BrailleFrancis CabrelRené LévesqueSimone de BeauvoirGeorge SandFrédéric Chopin

Marie AntoinetteMarie CurieNicholas SarkozyMiriama BâJacques PrévertEdith PiafGustave FlaubertMichel TremblayJacques PépinCatherine DeneuveCoco ChanelCéline Dion

Circumlocution

Circumlocution is a strategy for describing or defining a concept instead of saying or writing the specific words. 

Students should be taught how to so this and the teacher can give them tools to help in the process. 

Active Communication

in the GlobalClassroom

Interaction Activities

Suggestions for teaching students the art of circumlocution explicitly:

Use vocabulary that you already know.Try to think of another way to convey the message.Describe the concept.  Explain who uses it, why it’s used, or where.Use a synonym.Explain what and object is not.

Circumlocution

Interaction Activities

Active Communication

in the GlobalClassroom

Circumlocution

Interaction Activities

En français En anglaisIl/elle est (court(e), énorme, grand(e), large).

It is (short, enormous, big, long). . .

C’est quand . . . It’s when . . .Il/elle est fait(e) de (brique, bois, métal, papier, plastique) . . .

It’s made of (brick, wood, metal, paper, plastic) . . .

C’est le processus de . . . It’s the process of . . .C’est l’action d de . . . It’s the action of . . .C’est la chose que/qui . . . It’s the thing that . . .C’est ce que . . . It’s what . . .C’est un appareil que/qui . . . It’s a machine that . . .C’est un endroit où . . . It’s a place where . . .C’est un objet que/qui . . . It’s an object that . . .C’est un (catégorie: animal, nourriture, fruit, liquide, véhicule, etc.) que/qui . . .

It’s a (catagory: animal, food, fruit, liquid, vehicle, etc.) that . . .

C’est une personne qui . . . It’s a person who . . .Ça ressemble à . . . It looks like/seems like . . .Ça sert à . . . It’s used for . . .Il/elle a la forme (circulaire, ronde, carrée, triangulaire, rectangulaire).

It has a (circular, round, square, triangular, rectangular, etc.) shape.

Active Communication

in the GlobalClassroom

Circumlocution

Interaction Activities

Comment? What? Huh?C’est une action, un appareil, un endroit, une personne, etc.?

Is it an action, a machine, a place, a person, etc.?

Pourriez-vous parler plus clairement, s’il vous plaît?

Can you speak more clearly, please?

Pourriez-vous parler plus lentement, s’il vous plaît?

Can you speak more slowly, please?

Pourriez-vous répéter, s’il vous plaît? Can you repeat it please?

Qu’est-ce que c’est? What is it?Qu’est-ce qui s’est passé? What happened?¿Que veut dire le mot/la phrase ---? What does the word/phrase --- mean?

Expliquez le mot/la phrase ---, s’il vous plaît.

Explain the word/phrase ---, please.

Je ne comprends pas le mot ---. I don’t understand the word ---.Je ne comprends pas la première/dernière partie.

I don’t understand the first/last part.

Active Communication

in the GlobalClassroom

Circumlocution

Interaction Activities

En español En inglésEs (corto, enorme, grande, largo) . It is (short, enormous, big, long). . Es cuando . . . It’s when . . .Es de (ladrillo, madera, metal, papel, plástico) . . .

It’s made of (brick, wood, metal, paper, plastic) . . .

Es el proceso de . . . It’s the process of . . .Es la acción de . . . It’s the action of . . .Es la cosa que . . . It’s the thing that . . .Es lo que . . . It’s what . . .Es un aparato que . . . It’s a machine that . . .Es un lugar donde . . . It’s a place where . . .Es un objeto que . . . It’s an object that . . .Es un/a (CATEGORÍA: animal, comida, fruta, líquido, vehículo, etc.) que . . .

It’s a (CATEGORY: animal, food, fruit, liquid, vehicle, etc.) that . . .

Es una persona que . . . It’s a person who . . .Parece a . . . It looks like/seems like . . .Se usa para . . . It’s used for . . .Tiene una forma (circular, redonda, cuadrada, triangular, rectangular).

It has a (circular, round, square, triangular, rectangular, etc.) shape.

Circumlocution

Interaction Activities

¿Cómo? What? Huh?

¿Es una acción, un aparato, un lugar, una persona, etc.?

Is it an action, a machine, a place, a person, etc.?

¿Puede hablar más claramente, por favor? Can you speak more clearly, please?

¿Puede hablar más despacio, por favor? Can you speak more slowly, please?

¿Puede repetirla, por favor? Can you repeat it please?

¿Qué es? What is it?

¿Qué pasó? What happened?

¿Qué significa la palabra/frase ---? What does the word/phrase --- mean?

Explique la palabra/frase ---, por favor. Explain the word/phrase ---, please.

No entiendo la palabra ---. I don’t understand the word ---.

No entiendo la primera/última parte. I don’t understand the first/last part.

Speaking Activities Using Pictures

Using Visual Material in the Foreign Language Classroom Compiled from the work of Harry Grover Tuttle

7) One student orally describes a picture to a second student who then draws a copy of it.

8) One student orally describes a picture to another student who then is given a choice of pictures and must choose the one described.

Joshua CabralBrookwood SchoolManchester, MA

Refresh and Revitalize Your Teacher Toolbox

www.wlteacher.wordpress.com

www.activecommunication.wordpress.com