CapFLP CapFLP Listening/SpeakingListening/Speaking

Day 3Day 3

Day 3 ObjectivesDay 3 Objectives

Share results from homeworkShare results from homework Develop awareness of the stages Develop awareness of the stages

of oral production in the of oral production in the Language Learning ContinuumLanguage Learning Continuum

Participate in various Participate in various interpersonal and presentational interpersonal and presentational communication activitiescommunication activities

Have you checked out Have you checked out the Wiki?the Wiki? www.wikispaces.comwww.wikispaces.com Create an account, then search Create an account, then search

our siteour site– ““Capflplisteningspeaking”Capflplisteningspeaking”

For Day 4, post at least one of For Day 4, post at least one of your activities (listening or your activities (listening or speaking)speaking)

All about me…All about me…

On an index card, please On an index card, please write 3 things that you write 3 things that you believe are unique about believe are unique about yourselfyourself

Give card to ChristineGive card to Christine

Homework sharing & Homework sharing & reflectionreflection

LLC ReviewLLC Review

Turn to page 10 of FrameworkTurn to page 10 of Framework Review Language Learning Review Language Learning

Continuum as it relates to Continuum as it relates to speaking proficiencyspeaking proficiency

Capture your thoughts about Capture your thoughts about speaking at each stage on the speaking at each stage on the graphic organizergraphic organizer

DebriefDebrief

Study of Current Study of Current ResearchResearch Teaching Language in ContextTeaching Language in Context, ,

Chapter 6 “Developing Oral Chapter 6 “Developing Oral Proficiency” (Omaggio Hadley)Proficiency” (Omaggio Hadley)

Reading Processes (hybrid)Reading Processes (hybrid)– JigsawJigsaw– Numbered Heads TogetherNumbered Heads Together

Reading ProcessReading Process

Number off 1-4Number off 1-4 Read assigned section silentlyRead assigned section silently Form groups composed of a 1, 2, Form groups composed of a 1, 2,

3, and 43, and 4 Each member “teaches” the Each member “teaches” the

others about their section (Note: others about their section (Note: ANYONE can be asked a question ANYONE can be asked a question about any part of the reading!)about any part of the reading!)

Comprehension questionsComprehension questions

BREAK!BREAK!

Interpersonal Interpersonal SpeakingSpeaking Definition Definition

– National StandardsNational Standards

Why Questions?Why Questions?

Individual brainstormingIndividual brainstorming Debrief, discussionDebrief, discussion Training students to questionTraining students to question

– Think/Pair/ShareThink/Pair/Share

Question PracticeQuestion Practice

Write 3 questions about listening Write 3 questions about listening or speaking activities (fact or or speaking activities (fact or opinion)opinion)

““Mingle to music”Mingle to music”– Each time the music stops, find a Each time the music stops, find a

different partner and ask one of your different partner and ask one of your questions.questions.

DebriefDebrief

Cootie CatchersCootie Catchers

1.1. Start with a square sheet of paperStart with a square sheet of paper

2.2. Fold the four corners towards the centerFold the four corners towards the center

3.3. Flip over the folded paper. Draw lines on paper Flip over the folded paper. Draw lines on paper to show horizontal, vertical and diagonal axes to show horizontal, vertical and diagonal axes

4.4. With folded paper still flipped over, fold corners With folded paper still flipped over, fold corners towards center.towards center.

5.5. Now, you have one side with triangles and one Now, you have one side with triangles and one with squares. Looking at the side with the with squares. Looking at the side with the triangles, fold in half once each way. Continue triangles, fold in half once each way. Continue to unfold and refold and “bend” (makes paper to unfold and refold and “bend” (makes paper flexible).flexible).

Now for the activity …Now for the activity …

1.1. On each square, write a different On each square, write a different color.color.

2.2. Flip over the paper and on each half Flip over the paper and on each half triangle, write the name of a different triangle, write the name of a different animal (8 total)animal (8 total)

3.3. Open the triangles and in each Open the triangles and in each designated space, write a different designated space, write a different question (8 total).question (8 total).

4.4. Inner outer circles: take turns using Inner outer circles: take turns using cootie catchers to select question to cootie catchers to select question to be asked. be asked.

5.5. After asking, outer circle shifts one After asking, outer circle shifts one step clockwise. Continue shifting…step clockwise. Continue shifting…

6.6. Switch sides.Switch sides.

Debrief Cootie Debrief Cootie CatchersCatchers Variations on prompts for the Variations on prompts for the

“squares” and the “triangles”“squares” and the “triangles”

Activities for all levels with cootie Activities for all levels with cootie catcherscatchers– HandoutHandout

Participant thoughts/questionsParticipant thoughts/questions

Data Questioning Data Questioning (Survey)(Survey) Objective: gather information from one Objective: gather information from one

or many peopleor many people Intelligences: Bodily-Kinesthetic, Visual-Intelligences: Bodily-Kinesthetic, Visual-

Spatial, Mathematical-Logical, Spatial, Mathematical-Logical, InterpersonalInterpersonal

Choose a “topic” card and create a chart Choose a “topic” card and create a chart to record answers to the questionto record answers to the question

Circulate, interviewing maximum number Circulate, interviewing maximum number of people possible. Record answers.of people possible. Record answers.

Data analysis & Data analysis & reportingreporting Skills to teach/review: percentage Skills to teach/review: percentage

calculation, construct pie chart calculation, construct pie chart (or bar graph, etc.)(or bar graph, etc.)

Calculate percentage responses Calculate percentage responses to your questionto your question

Create pie chart to illustrate the Create pie chart to illustrate the varied response groupsvaried response groups

Report findings to groupReport findings to group

Human Bingo: Human Bingo: preparationpreparation Grid prepared by teacher (options)Grid prepared by teacher (options)

– Random elementsRandom elements– Elements prepared by students (Day Elements prepared by students (Day

1) and transferred by teacher to grid 1) and transferred by teacher to grid (Day 2)(Day 2)

Rule variantsRule variants– Limit each person to 1 signatureLimit each person to 1 signature– Repeated signatures allowedRepeated signatures allowed

Human Bingo: activityHuman Bingo: activity

Circulate with grid, asking questionsCirculate with grid, asking questions If partner responds affirmatively, If partner responds affirmatively,

they may sign the box. If they may sign the box. If negatively, ask another question.negatively, ask another question.

Each person may sign up to 2 times Each person may sign up to 2 times on your paperon your paper

First person to complete all boxes First person to complete all boxes wins!wins!

Human Bingo: Human Bingo: extensionsextensions After initial mixer, students “report” After initial mixer, students “report”

information they have learnedinformation they have learned– ““Betty plays golf on Sunday”Betty plays golf on Sunday”

Any student who has “Betty’s” Any student who has “Betty’s” signature anywhere on their paper, signature anywhere on their paper, gets to cross that box offgets to cross that box off

Repeat until someone has “Bingo”Repeat until someone has “Bingo”

LUNCH!LUNCH!

Presentational Presentational SpeakingSpeaking DefinitionDefinition

– National StandardsNational Standards

Poster SessionPoster Session

Choose a topic from the hatChoose a topic from the hat Work with your partner to prepare a Work with your partner to prepare a

two-minute presentation of that two-minute presentation of that topictopic– Must include a poster with both text Must include a poster with both text

and graphics to assist the speaker and and graphics to assist the speaker and to inform the audienceto inform the audience

Attend the “conference”: one Attend the “conference”: one partner visits the sessions, the partner visits the sessions, the other presents. Then switch.other presents. Then switch.

DebriefDebrief

Why a “poster session”?Why a “poster session”?

How did it feel to “visit the How did it feel to “visit the conference”?conference”?

How did it feel to be a presenter?How did it feel to be a presenter?

““How to…” activitiesHow to…” activities

Objective: to tell classmates how Objective: to tell classmates how to do something – not showingto do something – not showing– CraftsCrafts– CookingCooking– Build or assemble an objectBuild or assemble an object

Intelligences: Bodily-Kinesthetic, Intelligences: Bodily-Kinesthetic, Verbal-Linguistic, Visual-Spatial, Verbal-Linguistic, Visual-Spatial, Mathematical-Logical, Mathematical-Logical, InterpersonalInterpersonal

Mystery DrawingMystery Drawing

Give step-by-step instructions to Give step-by-step instructions to draw an image without telling the draw an image without telling the resultresult

MaterialsMaterials– graph paper (with center point graph paper (with center point

marked)marked)– PencilsPencils

DemonstrationDemonstration

Mystery Drawing: Mystery Drawing: practicepractice With a partner, chart a simple With a partner, chart a simple

design on graph paper that you design on graph paper that you can break into sequential stepscan break into sequential steps

Change partners and take turns Change partners and take turns giving instructions to replicate giving instructions to replicate your designyour design

Speaking activitiesSpeaking activities

Debrief discussionDebrief discussion– How did the teacher prepare students How did the teacher prepare students

to have success with speaking? (i.e.: to have success with speaking? (i.e.: into, through, beyond)into, through, beyond)

– What tools were provided to guide What tools were provided to guide students as they spoke?students as they spoke?

– What was the context for each What was the context for each speaking task? Why did they speaking task? Why did they needneed to to speak?speak?

Work TimeWork Time

Based on your observations today, Based on your observations today, design a new speaking activitydesign a new speaking activity aligned to a functional objective aligned to a functional objective for a unit you already teachfor a unit you already teach– This activity could become part of This activity could become part of

your final projectyour final project– Be prepared to discuss your planning Be prepared to discuss your planning

ideas and share questions or ideas and share questions or concernsconcerns

Reflective WritingReflective Writing

Based on what you have seen and Based on what you have seen and read today, what are the read today, what are the characteristics of a well-designed characteristics of a well-designed speaking activity for students?speaking activity for students?

What considerations are What considerations are important in setting the students important in setting the students up for success in speaking?up for success in speaking?

Homework: Day 3Homework: Day 3

Finish the design of a new speaking Finish the design of a new speaking activity aligned to a functional activity aligned to a functional objective for a unit you already objective for a unit you already teach. Try this activity in your teach. Try this activity in your classroom and be prepared to share classroom and be prepared to share the results on Day 4.the results on Day 4.

Post at least 1 listening or speaking Post at least 1 listening or speaking activity you have developed on the activity you have developed on the Wiki!Wiki!

Daily EvaluationDaily Evaluation

Thank you for your participation Thank you for your participation today.today.

Your conscientious feedback will Your conscientious feedback will help us meet your needs and help us meet your needs and refine future trainings.refine future trainings.