SPEAKING ACTIV

ITIE

S FOR

THE REAL WORLD

J E NN

A B

R Y AN

T

Activities and Assessments for real world application

MAHOMET-SEYMOUR JR/SR HIGH

Junior High Spanish and French Level I over two years 7th and 8th grade

6th grade intro 9 week class

High School levels I-IV (AP) in both French and Spanish

5 Spanish Teachers

2 French Teachers

jbryant@ms.k12.il.us

www.ms.k12.il.us

SPEAKING ACTIVITIES: INTERPERSONAL AND PRESENTATIONAL

Level I-IV (AP)ActivitiesAssessments

Vertical Alignment

PRONUNCIATION

Level I-III

Practice different letters of the alphabet and combinations of letters.

Take for grade for pronunciation.

On final assessment and in speaking rubrics

Toobaloos

Recorders

INTERPERSONAL

Used mainly in Level I and II but across the levels

Telephone conversations

Inner/outer circles

Cultural puzzles

Voice mail

Buying clothing

Minute Speaks

partner takes notes and reports to teacher

on topics

on pictures

Coffee talk

forming questions and answers

Interview for school yearbook

Questioning in groups for review

Back to Back

5:50

LEVEL III

Tell me more….

specific personal facts

Las Caracteristicas personales

which characteristic do you look for in friend, which more important

LEVEL V

Telephone conversations

La Muerte:

questions

vocab

20 seconds

40 seconds

60 seconds

Tell the story

Discuss the audio

Discuss the picture

PRESENTATIONALThe practiced, rehearsed speaking assessment, with revisions….

Level I

Style Show

Introduction of self

SKELETONS

classes

Conversations on Phone

Level II

Skeletons

sports

daily routine

Vacation description

Food Presentation/Demonstration VIDEO

Video

Telephone

LEVEL III

Skeletons

Expansion of vocabulary

Descriptive adjectives

Artists

Partner speak on a chose artist

Term Paper presentation

Quarterly Presentation Paragraph Speaking

LEVEL IVAnuncio: travel to city

History abstract noun: semester assessment

City Project: 5 facts describe city

Food/Recipe presentation

Abstract Noun (end of year)

RUBRICS/ASSESSMENTS

In general, any activity could be assessed…

Unit or lesson or Topic

Semester Speaking assessments

End of year speaking assessment for Exam

AP: interpersonal telephone conversations and presentational speaking

  0 1 2 3 4 5

Task Completion / Vocabulary

5 frases/person

a

 

does not complete the

task; lacks vocabulary to complete the

task

partial completion of

the task; minimal use

of new vocabulary

completes task with adequate

responses; minimal use of new vocabulary

completes task with

developed responses; good use of

new vocabulary

elaborates to complete task; excellent use

of new vocabulary

Fluency  

speech is halting; several

incomplete thoughts

speech is slow; few

incomplete thoughts

hesitations occur; complete

thoughts

hesitations occur but

seem natural; complete thoughts

speech is continuous; complete thoughts

Accuracy  

frequent errors in studied structures; does not

communicate

frequent errors in studied

structures; meaning is distorted

some errors in studied

structures; meaning is

clear

good control of studied structures;

communicates well

solid control of studied

structures; communicates

well

Pronunciation

 

frequent errors; difficult to understand;

impedes communication

errors lead to problems

with communicati

on

occasional errors lead to

occasional misunderstandi

ngs

minor errors do not

prevent communicati

on

errors occur, but easily

understood by native

speakers

Comprehension

 

response shows minimal

or no understanding

even with repetition or rephrasing

response shows some understandin

g with frequent

repetition or rephrasing

response shows some

understanding with occasional

repetition or rephrasing

response shows

understanding with minor repetition or rephrasing

response shows

understanding without

repetition or rephrasing

Speaking Rubric from Laura TerrillInterpersonal

  0 1 2 3 4 5

Task Completion / Vocabulary

 

does not complete the

task; lacks vocabulary to complete the

task

partial completion of the task; minimal use

of new vocabulary

completes task with adequate responses;

minimal use of new

vocabulary

completes task with developed

responses; good use of

new vocabulary

elaborates to complete task; excellent use

of new vocabulary

Fluency  

speech is halting; several

incomplete thoughts

speech is slow; few

incomplete thoughts

hesitations occur;

complete thoughts

hesitations occur but

seem natural; complete thoughts

speech is continuous; complete thoughts

Comprehension

 

response shows minimal

or no understanding

even with repetition or rephrasing

response shows some understandin

g with frequent

repetition or rephrasing

response shows some understandin

g with occasional

repetition or rephrasing

response shows

understanding with minor

repetition or rephrasing

response shows

understanding without

repetition or rephrasing

Pronunciation  

frequent errors; difficult to understand;

impedes communicatio

n

errors lead to problems

with communicati

on

occasional errors lead to

occasional misundersta

ndings

minor errors do not prevent communicatio

n

errors occur, but easily

understood by native

speakers

Accuracy  

frequent errors in studied structures; does not

communicate

frequent errors in studied

structures; meaning is distorted

some errors in studied structures; meaning is

clear

good control of studied

structures; communicates

well

solid control of studied

structures; communicates

well

             

I. U1 ExamenHablar Does Not Meet

.5 1Meets Expectations

1.5 2Exceeds Expectations

2.5

How well do I use the target language?

 Task Completion /

Vocabulary

partial completion of the task; minimal use of

new vocabulary

completes task; good use of new vocabulary

elaborates to complete task; excellent use of

new vocabulary

How sophisticated is my language?

 Words / Phrases /

Sentences

limited use of words and phrases

uses words, phrases and memorized sentences

begins to create with language using simple

sentences, isolated words and memorized

phrases

How accurate am I when using the

target language? 

Structure

frequent errors;primarily accurate at

the word level  

some errors in studied structures;

mostly correct when using words, phrases and memorized

sentences

good control of studied structures;

accuracy decreases when trying to express

own meaning 

How well do others understand me?

 Comprehensibility

difficult to understand; message is distorted

generally understood occasional misunderstandings

 

generally understood, message is clear

How well do I keep the conversation

going?  

Communication Strategies & Fluency

does not demonstrate an ability to keep the conversation going;speech is slow and

halting

responds to basic direct questions and asks formulaic questions; hesitations occur;

responds to basic, direct questions and asks simple questions;

hesitations occur, but seem natural

In current lesson, on Monday, we are adapting a textbook activity for our students. In groups the students given a video clip and they will create the dialogue or commentary that would accompany the soccer game.

ONE MINUTE/20 SECOND PARTNER SPEAK

PARTNER SPEAK

Esp II Los esqueletos

Vas a crear un esqueleto para el Día de los Muertos.

Hay dos opciones para el diseño del esqueleto:

Un deportista famoso Menciona que deporte juega y su nombre (puede ser vivo o muerto) Incluye 5 objetos que necesita para jugar al deporte Usa las palabras de secuencia lógica (primero, entonces, luego)

 

La rutina diaria Explica las acciones de una rutina diaria (la mañana y la noche) con verbos reflexivos Incluye 5 objetos que necesita para hacer las actividades (la toalla, la crema de afeitar,

etc.) Usa las palabras de secuencia lógica (primero, entonces, luego)

 

Las presentaciones de los esqueletos son el martes (el 1 de noviembre) y el miércoles (el 2 de noviembre).

 

Es una nota de HABLAR: pronunciación y compresibilidad. (25 puntos)

 _____/15 Deportista:

5- el deporte y nombre del atleta5- cinco objetos que usa para jugar (ropa o objeto)5- uso de las palabras de secuencia lógica

O _____/15 Rutina Diaria:

5- verbos reflexivos5- cinco objetos que usa para hacer la rutina5- uso de las palabras de secuencia lógica

 _____ /10 Pronunciación(-2) 3-5 errores(-4) 5-6 errores (-6) 7-8 errores (-8) 9 -10 errores (-10) más que 10 errores  _____/ 25 total 

EL ESQUELETO DE ESPAÑOL II

 Talk about yourself giving as much information as possible for 1 minute. ¿Cómo te llamas?¿De dónde eres?¿Cómo eres? (física y de la personalidad)¿Qué te gusta hacer los fines de semana o en tu tiempo libre?¿Qué clases tienes? ¿Cuál es tu clase favorita? ¿por qué? ¿A qué hora es? ¿Quién es la profesora/el profesor? ¿Cuál es tu clase menos favorita? ¿Por qué? ? ¿A qué hora es? ¿Quién es la profesora/el profesor? ¿Qué haces en tus clases?

SPEAKING SEMESTER I SPANISH I 25% OF SEMESTER FINAL EXAM

1. Push the button with the red circle. Wait until the light at the top of the recorder turns solid red.Begin your recording. Make sure you BEGIN WITH YOUR NAME.

Speak for 1 minute in Spanish. The display will show you how long you have been speaking for. If you go over, that is fine! Topics may include but are not limited to:tu nombre y originUna descripción físicaUna descripcion de tu personalidadLas actividades que te gustaLa escuela (tus clases, profesores, tu opinión)

When you are finished speaking, press the button with the solid square. The recorder should beep to show that it has saved.  

EXAMEN DE HABLAR – PRIMER SEMESTRE

SEMESTER 1 SPEAKING ASSESSMENT ESPAÑOL II

 You and your partner will be creating a live interview. One person will be the reporter (asking the questions/making comments), and the other person will be a famous celebrity or icon who is being interviewed (answering the questions). You will work together to come up with a set of questions and answers that seem logical, appropriate, and can be done in two minutes. You must include information about:

*what the person likes to do

*what the person likes to wear and where he or she likes to shop

*what the person does on a typical day (daily routine)

*where the person likes to travel

 

You will speak for two minutes total, and make sure that you speak an even amount between the two of you (i.e. 1 minute per person). Use all the resources you have in class to come up with your questions and answers.

 ***You may NOT use notes or scripts during the interview.***

 You will present for the class on Monday, Nov. 22. Your partner is counting on you, so please do not be absent!

Crea una conversación con tu compañero/a usando, al menos, 6 de las siguientes frases o palabras. Presente la conversación a la clase, y explica dónde están durante la conversación. **Vale 10 puntos de hablar.**

Disculpe.No hay de qué.Gracias.Perdóneme.Con mucho gusto.¿Puedo ver…?¿Me deja ver…?Con permiso.¿Podría mostrarme…?Pase.¡Es una ganga!caro/barato

CULTURE PUZZLE

Cultural photo cut into pieces put into envelopes.Group students and pass out pieces evenly.Students must put puzzle piece down and share in the language about the culture you are studying.

U R La preguntas 

    1. ¿Qué está cerca de tu casa? 

    2. ¿A qué hora llegas a la escuela? 

    3. ¿Cuáles son tres frutas que comes? 

    4. Describe el tiempo en el invierno. 

    5. ¿Sabes jugar al básquetbol? ¿Qué necesitas? 

    6. ¿Cuál es tu sitio web favorito? 

    7. ¿Qué hay en tu sala? 

    8. ¿Quién es la hija de tu madre? 

    9. ¿Cuál es la fecha de independencia de los EE.UU? 

 Rate your partner’s responses.U=My partner understood the question asked.3=on the first time2=after repeating1=I needed to show the question to my partner0=did not understand what was being asked R=My partner responded completely and appropriately.3=complete answer with appropriate vocabulary2=somewhat complete with “patched together” vocabulary1=difficulties responding and lack of vocabulary0=no response or answer in English

GRACIAS REBECCA STATHAKIS

5:50La banana

las frutasel bistecla cenael jamón

5:50la uva

la lechela lechuga

el desayunola patata

INTERVIEW FOR SCHOOL YEARBOOKPersona A

You are interviewing a new student for the school newspaper. Include the following in your interview:

ask their name

ask where they are from

ask what they like to do after school

ask what they don’t like to do

ask what their personality is like

say goodbye

Persona B

You are interviewing a new student for the school newspaper. Include the following in your interview:

state your name

say where you are from

say what you like to do after school

say what you don’t like to do

describe your personality

say goodbye

 

 

ESPANOL II

Examencito de hablar: La conversación telefónica

Una invitación

 

Haz una conversación en grupos de dos. Piensa en un evento importante de tu vida. Puedes hablar de una fiesta de cumpleaños, una ceremonia de graduación, una feria de tu pueblo, o algo diferente. Llama a la casa de tu compañero por teléfono para invitarle a su evento. Puede ser un evento formal o informal. La conversación tiene que incluir cinco líneas para cada persona, con 10 líneas en total, al menos. Luego, la Sra.les va a escuchar para el examencito. Es posible que necesiten repetir la conversación más que una vez.

Tu Rutina—coffee table talk

Find out what time person typically gets up in the morning.     

Find out what time the person typically goes to bed.  

Find out what the person does after school.

Find out what brand (marca) of soap the person uses.    

Find out if the person prefers to shower in the morning or at night.     

Find out what time the person likes to get up on Saturdays. 

– Circulate throughout the room and talk to 6 different people. Ask them the appropriate question and record their name and answer in the box.

ESPALDA A ESPALDAT U R N B A C K T O B A C K A N D O N E P E R S O N D E S C R I B E I N T H E T A R G E T L A N G U A G E A D E F I N I T I O N S O Y O U R P A R T N E R W I L L G U E S S T H E W O R D

D E S C R I B E T H E P I C T U R E T O Y O U R P A R T N E R . U S I N G O N L Y S P A N I S H A N D N O T T H E A C T U A L W O R D

INSIDE OUTSIDE CIRCLES

Estoy en iTunes. ¿Qué puedo hacer? (bajar música)

Es para tomar fotos. (cámara digital)

Uso el ratón para…. (hacer clic)

Hago clic en el… (icono)

Es para hablar con los amigos en la computadora (el mensajero instantáneo)

Es para mirar las fotos y los sitios web (la pantalla)

Es la acción de copier información en un disco (quemar)

Es pequeño y se usa para hacer clic (el ratón)

Es para mirar información en el Internet (sitio Web)

Se usa para escribir en la computadora (el teclado)

Es la acción que haces con una cámara (tomar fotos)

Es día antes de ayer (anteayer)