BEST OF NECTFL TALKING ON THEIR FEET: ADVANCING SPEAKING SKILLS

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BEST OF NECTFLTALKING ON THEIR FEET ADVANCING
SPEAKING SKILLS
American Council on the Teaching of Foreign
Languages San Diego, California November 21,
2009

• Michael Bogdan
• South Middleton School District
• Boiling Springs, PA
• mdb2_at_smsd.us

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Before we begin

• Please turn off phones.
• Copies of this presentation, templates, and
  additional resources are available at
• www.smsd.us/webpages/mbogdan
• password actfl

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My background

• M.A., Middlebury College
• Guadalajara, Mexico
• B.A., Dickinson College
• Havana, Cuba
• Madrid, Spain
• Querétaro, Mexico
• 5th year of teaching
• Middle school Exploratory and Spanish I
• High school Spanish I-IV, Inclusion I-II, Honors
  III

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My classroom goals

• Solamente español
• Teacher and students
• Real-life communication
• Teaching grammar in context
• Building speaking confidence
• Effective use of classroom time
• Integration of technology
• Community connections
• Extracurricular opportunities

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Essential questions

• What are on their feet activities?
• What am I currently doing that can be adapted to
  be a spontaneous speaking activity?
• What is one resource or activity that I can
  include next week to promote on their feet
  speaking?

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Discussion questions

• How often are students talking in the target
  language in your classroom?
• What are they saying?
• What is the purpose of having students practice
  speaking?
• What is YOUR goal when your students are speaking?

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vocab is everything
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Conversation expressions

• Post, teach, and practice conversation
  expressions
• Use colors and large letters
• Point to the poster when an expression is heard
  or read
• YOU must use these expressions as well
• Require students to use a certain category of
  expression in a conversation

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Sample categories

• Courtesy expressions
• Question words
• Starting a conversation
• Interrupting Un momento.
• Hesitating Pues, Bueno, O sea
• Agreeing Vale. De acuerdo
• Disagreeing No lo creo. No es así.
• Reacting Increíble! Es una lástima!
• Ending a conversation

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Vocab is everything!

• Erasable word walls
• Easily changeable
• Add words that are related to the current unit
• Include Cómo se dice? vocabulary
• Personalize to students, class, school, and
  community
• Can be student created (word of the day)

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Personalization examples

• Pets
• Food
• School subjects
• Places in town
• Current events
• Holidays local and Hispanic
• Review vocabulary related to theme
• Student quirks
• Funny words (constipado, infarto, ahorrar)

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Accessible vocabulary
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Accessible vocabulary
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Accessible vocabulary
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On THEIR FEET

• Thinking on ones feet
• The conversation can / should be directed but
  should not be forced
• The listener must respond or react to the
  information (not necessarily orally)
• Activities NOT included
• Prepared presentations and speeches
• Written skits
• Reading out loud or reviewing answers
• Activities where the responses are provided
• Can be expanded by actually being on their feet,
  moving around the classroom, etc.

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Example of a speaking activity that is not on
their feet

• Contesten según se indica
• Dónde vivía Linda cuando era alumna en Madrid?
  (en una residencia)
• Cuándo llamaba a sus padres? (a menudo)

• Whats the problem?
• The book indicates this is a paired speaking
  activity.
• Both speakers can see the answers in front of
  them.
• There is no context.
• There is no reaction.
• It is completely scripted.

Whats the purpose?
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SOLUTIONS?

• One student asks the first half of the questions
  while the other has the book closed then switch.
• Partner with book open has to ask a follow up
  question or react in some way.
• No one correct answer.
• Provide illustrations to lead to responses.

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Another example

• Contesten según el modelo.
• A Fuiste a la sala de juegos ayer?
• B No, pero iré mañana.
• Fuiste al parque ayer?
• Viste al payaso ayer?
• Visitaste el zoológico?
• Caminaste por las sendas?
• Te divertiste?

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Another example

• Contesten
• Van Uds. al mercado?
• Compran Uds. comida en el mercado?
• En el mercado, venden vegetales y frutas?
• Venden carne y pescado también?
• Whats the purpose?
• Whats the problem?
• Whats the solution?

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Better solutions?

• Tu amigo pasó un semestre en una universidad en
  Madrid. Quieres saber cómo eran la universidad,
  la ciudad, las actividades culturales, etc.
• Tu hermana no pudo ir de excursión al parque hoy
  porque estaba lloviendo. Pregúntale lo que hará
  cuando haga buen tiempo.
• Vas a pasar unas semanas en Guadalajara, México.
  Quieres saber cómo es la comida y qué se vende en
  el mercado. Habla con el hermano de la familia.

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on their feet activities
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The Mystery box

• Students, working in two teams, have to figure
  out what objects illustration is inside the
  mystery box.
• Must ask yes or no questions to the teacher.
• Must pay attention to ALL questions because it
  will help narrow their guesses.
• After asking a question, student sits down but
  can help remaining players.
• If the object has not been determined and an
  entire team is seated, they all stand up and
  continue playing.

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The mystery box

• Where do I get the pictures?
• Microsoft Clip Art
• What are they pictures of?
• Current and past vocabulary.
• Best to use visual nouns (not abstract ideas).
• Find funny / exaggerated pictures, if possible.
• When is the best time to use this activity?
• Closure / summarizer
• What if someone gives a bad answer?
• The team will let him/her know!
• Can get help from teammates before answering.

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Resource Stickers

• If there is no grade, why will students try?
• A comfortable classroom environment of
  high-expectations where everyone is expected to
  participate.
• Classroom rules / expectations
• Participation rubric (bi-weekly)
• Stickers!
• Accumulation of stickers leads to extra credit at
  the end the marking period. (max 2 points)
• Justification? Effort and participation.

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Pyramid

• A group of students has to give verbal clues to
  another group about a mystery word
• 3 students give the clues from their seat
• 3 students stand in front of the room, facing the
  class, and are not able to see the pyramid

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Pyramid - considerations

• Preparation
• Teach circumlocution
• Es una cosa que, Es una persona que...
• Es un verbo / una descripción / un nombre
• Es un sinónimo de, Es como un/una
• Expectations
• All students will participate in at least one
  round
• Allow non-participants to raise hand if they have
  a suggestion to help those giving the clues
• Differentiation
• Lower level allowed to use proper names, brand
  names, perhaps actions can refer to notes
• Upper level time limit

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What if they make a mistake?

• Was communication made?
• Is it a mistake that they should not be making at
  this level?
• Is it a mistake that will impede communication
  with a non-sympathetic native speaker?
• Address a select few errors that several students
  make or that are constant problems
• Praise the ability to communicate!

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Class taboo

• One student has to describe as many words as
  possible to his or her team (½ of class) in 1
  minute
• It is a good idea to color code and laminate the
  taboo cards. They can also be used as
  flashcards, for games, translations, word walls,
  etc.

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Class taboo - considerations

• Preparation
• Model possible definitions word bank activities
• Expectations
• What will the other half of the class do?
• Allow them ½ a point for each word they figure
  out that the other team could not
• Take away points for talking / poor behavior
• YOU determine invalid words, number of points,
  etc.
• Differentiation
• Lower level 2 points for verbal explanation, 1
  point for gestures/drawings
• Upper level color code words by difficulty/value

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Resource Word bank

• Practice vocabulary daily by displaying 10-12
  words
• Include easy, medium, hard words
• Repeat hard words in future banks
• Give students clues ? they say the word
• Allow students to give additional clues, or to
  give all clues (upper level)
• Say/write a sentence combining two of the words

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ReSOURCE WORD BANK
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PAIRED TABOO

• Students work in pairs. One student describes a
  vocabulary term and the other has to determine
  what word it is. There is a 2 minute time limit
  for 15 words.
• After 2 minutes, the other partner describes a
  different list.
• Then, ask one partner from each group to switch
  with someone else. The game is played again, but
  with 1 minute for each partner.
• Award stickers to highest point totals.

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Paired taboo

• TABÚ A
• la torre de control
• el helicóptero
• el pasillo
• el despegue
• la pista
• el cinturón
• la tripulación
• la escala

• TABÚ B
• el piloto
• la demora
• el anuncio
• la terminal
• la avioneta
• la aduana
• el equipaje
• la sala de espera

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Paired taboo - considerations

• Preparation
• Fortress! Need to cover up taboo list.
• Vocabulary lists should be thematic.
• Expectations
• Must complete entirely in the language.
• Cheaters? Have them compete against you to
  verify.
• Differentiation
• Do not have to complete the list in order.
• Lower level allow proper names, additional time
• Higher level disallow gestures, mix parts of
  speech

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Paired taboo follow-up

• After each list
• Have students total points see how many teams
  earned a certain number (low number, high praise)
• Ask what words are the most challenging provide
  a possible clue for these words or have a
  classmate provide a clue
• Why now? Because they use the list twice!
• Synonyms/antonyms
• Give your own clues can they figure out what
  word it is?

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Chócalas

• Each student receives a card with a vocabulary
  term and description
• Student reads definition to partner who guesses
  the term then, vice versa
• Partners exchange cards, raise hands, find a new
  partner with a raised hand by giving a High-5,
  and repeat the activity

Todos los empleados que trabajan a bordo del
avión la tripulación
Por donde empuja el carrito el asistente de
vuelo el pasillo
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Chócalas - CONSIDERATIONS

• Preparation
• Model with another teacher or top student
• End of unit activity
• Expectations
• Students must stay in the language
• Gentle hand slapping only give non-examples
• Differentiation
• Lower level Simply determine vocabulary term
• Upper level After activity, tear off definition,
  and play again. Students have to come up with
  own definition.

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DEBATE

• Students debate a controversial topic
• Tell students the topic and their side the day
  before. Count notes as a homework grade.
• Allow students 5 minutes to prep with class.
• You are not a dictionary.
• The two groups debate and have to convince you.
  Dont intervene!
• At some point, make restrictions (only boys, only
  back row)
• Break into small groups / pairs and debate.
• At the end, pairs discuss the topic giving their
  actual opinion.

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Debate everyone involved

• Part 1

• Part 2

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DEBATE TOPICS

• School uniforms
• Required courses
• School start time
• Year-round schooling
• Homeschooling
• School rules
• Curfews
• Allowances
• Testing

• City v. country life
• Funding for AIDS and obesity research
• Advantages and disadvantages of technology
• Love at first site
• Discrimination
• Capital punishment

• SCHOOL

• CURRENT CONTROVERSIES

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Snowball fight

• Students write something on a piece of paper,
  crumble it, and throw it at each other in silence
  for thirty seconds.
• They pick up a snowball and the activity
  proceeds from there.
• Purpose?
• Energy release
• Kinesthetic learners
• Unplanned, mystery information

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Snowball fight

• On the piece of paper provided
• Write your phone number, including the area code
• Or, make-up a phone number that you will
  remember!
• [phone]
• Then

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Snowball fight considerations

• Preparation
• What activities will this work for?
• Spelling / alphabet Sins
• Phone numbers Continue the story
• Physical descriptions Who am I?
• Expectations
• Know the class! Will someone be a target?
• It needs to be silent.

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Appropriate behavior and the exclusive use of
Spanish must be the first priority
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Info-gap

• Each student is missing information that they
  need to complete the activity they have to get
  that information from their classmates
• Use illustrations
• Model with an advanced student
• Include a follow up!
• How will you know if students completed the
  activity?
• How will you know if students understood what
  they did?
• They have to DO something with the information
  they get!
• Complete a Venn diagram
• Write a summary
• Determine prices of items obtained

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Info-gap examples with follow-up

• Without follow-up
• Complete a task
• Survey and follow-up
• Signatures and summary
• Venn diagram
• Draw a response
• Milling
• Tic-Tac-Toe and summary

EXAMPLES CAN BE FOUND ON MY WEBSITE
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Resource back-to-back

• Complete Info-Gap activities seated on the floor,
  back-to-back, to avoid copying.
• Best pairing is single gender you may need to
  arrange the pairs beforehand.
• Forces use of conversation expressions.

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Paired conversations

• Teacher provides a sample topic the unit theme
  or essential question. It should be general
  enough to allow for varied responses.
• Brainstorm Write an answer, make a word splash,
  have students provide sample vocabulary.
• Rubric Explain expectations.
• Practice Practice the question for 2-3 days with
  different pairs.
• Record Randomly assign students to pairs and
  record the conversation.

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CONVERSATION TOPICS
Wheres the grammar?

• What is your house like?
• You are the new principal. What will you change?
• What would you do with one million dollars?
• What are the holidays like at your house?
• What were you like as a child?
• What do your parents expect of you?
• What are your plans after you graduate?
• Would you prefer to live in the city or the
  country?

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CONVERSATIONS - CONSIDERATIONS

• Preparation
• Do you have recorders? If not, is there time for
  students to come to your desk?
• What will the other students be doing?
• Expectations
• The practice sessions are equally important.
• Target language only ? you have evidence
• Differentiation
• Lower levels Shorter time limit, additional
  preparation, use of notes, re-record.
• Upper level More specific questions, play audio
  for the class, require natural reactions and
  conversation expressions.

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More activities

• Puppet Show
• Provide two students with a situation to be
  resolved.
• Eliminate fear by allowing them to hide behind a
  stage and take on another personality.
• This is an impromptu conversation, not a prepared
  script.
• Cliente / Recepcionista
• La bañera está sucia.
• Alguien está en tu habitación.
• Han perdido tu reservación.

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More activities

• Hidden Picture
• Blank pieces of paper are taped on the wall in
  various locations of the classroom.
• One or two students describe a secret picture to
  the artist student.
• The artist has to draw the image based solely on
  the descriptions provided.
• The drawings are put on display on the front
  board and the class votes for which are the best
  matches.

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More activities

• Voicemail Messages
• Students perform a task and leave a message on
  your classroom phone.
• Allows for speaking assessment if there is no
  time in class or no recorders available.
• Inner/Outer Circle
• Practice speaking with a list of questions or a
  set topic.
• The inner circle rotates by two students every 45
  seconds. Repeat 4-5 times.
• As Long As You Can!
• Using an image, art, or picture sequence, the
  class must keep the conversation going.

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Resource interesting pictures
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Qué harías si pudieras?
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Other ideas

• All presentations should have a component of the
  grade based upon students recording information
  and asking questions about it.
• Tell students false information about yourself
  that will cause them to question you. This can
  only be done sparingly!
• Force students to use the language for all
  requests at all times, even when not in class.
• Reward speaking in the language rather than
  punish the use of English.
• Have a visual reminder that the language
  must be spoken.

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Essential questions (RECAP)

• What are on their feet activities?
• What am I currently doing that can be adapted to
  be a spontaneous speaking activity?
• What is one resource or activity that I can
  include next week to promote on their feet
  speaking?

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Your ideas!
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Follow up

• www.smsd.us/webpages/mbogdan
• password actfl
• Download this presentation
• Find templates for activities
• Send me an e-mail with comments on todays
  presentation
• mdb2_at_smsd.us

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Thank you!

• South Middleton School District World Language
  Department
• Boiling Springs High School students
• Mrs. Cherie Garrett / Spencer Kagan (Chócalas)
• NECTFL directors and staff
• Conference attendees, especially those who
  participated in todays session