From Intermediate to Advanced

1

From Intermediate to Advanced: Opening the Mind to Extended Discourse

Handout available at: https://web.utk.edu/~wiley/

Paul A. García, Ph.D.

University of Kansas (Retired) Visiting Associate Professor, Foreign Language Education

Director (int.), Second Language Acquisition/Instructional Technology Ph.D. Program University of South Florida (Tampa)

[email protected]

Todd A. Hernández, Ph.D. Assistant Professor of Spanish

Department of Foreign Languages & Literatures Marquette University (Milwaukee)

[email protected]

Patricia Davis-Wiley, Ph.D. Professor, World Language/English as a Second Language Education

The University of Tennessee (Knoxville) College of Education, Health & Human Sciences

[email protected]

Presented to the: American Council on the Teaching of Foreign Languages

2008 Annual Convention & World Languages Expo Orlando, Florida: Swan & Dolphin Hotel

Saturday, November 22, 2008 Americas Seminar Room, 10:00 a.m. - 11:15 a.m.

2

Agenda I. Introductions II. Context + Schemata = Framework a.k.a.: NCATE, OPI, TBI, CBI III. Novice to Advanced: Stretch! A. What we do for Novice instruction 1. Skills and Predisposition a. L2 knowledge in place b. Three Modes of Communication 2. Beszélsz magyarul? (Model Connections to Advanced) B. Steps to Advanced Instruction 1 Circumlocution 2 Discourse Markers 3 Information Gap 4 Interview 5 Past Narration 6 Role Play IV. Discussion: “Steps to Superior” V. Summary & Conclusion

3

Assessment Criteria--Speaking

Proficiency Level

Functions Context/Content Accuracy Text Type

Superior -can support/defend an opinion -can hypothesize -can persuade

-most formal and informal settings -broad range of general interest topics -some special fields of interest & expertise

-no patterns of errors in basic structures -errors almost never interfere with communication

Extended discourse

Advanced -can narrate & describe in major time frames -can compare & contrast -can circumlocute -can deal with an unanticipated complication

-most informal & some informal settings -concrete topics such as personal interests, work, & current events

-understood without difficulty by speakers unaccustomed to interacting with non-native speakers -some miscommunication -elementary grammar/syntax is quite accurate -patterns of errors in more complex structures

Paragraphs

Intermediate -can create with language -can ask & answer questions -can participate in brief conversations

-some informal settings -everyday survival topics -simple questions & answer situations -routine travel needs -minimum courtesy requirements

-understood, with some repetition, by speakers accustomed to interacting with non-native speakers

Discrete sentences

Novice -can use limited memorized material in simple statements or questions -can use formulaic expressions

-simple facts about self or others -colors, clothing, weather, weekdays…

-may be difficult to understand, even for speakers accustomed to interacting with non-native speakers

Individual words & phrases

Note: A rating at any major level is arrived at by the sustained performance of the functions of the level, within the contexts and content areas for that level, with the degree of accuracy described for the level, and the text type of the level. The performance must be sustained across ALL of the criteria for the level in order to be rated at that level. Source: Adapted from Swender, 1999, p. 31.

4

ACTFL OPI Characteristics Objective: Identify the category, “Superior” or “Advanced” or “Intermediate” or “Novice,” for each statement below. All phrases reflect OPI speaking levels. Directions: 1. Place “S” or “A” or “I” or “N” to the left of each phrase. 2. “S” = “Superior;” “A” =“Advanced;” “I” = “Intermediate;” “N” = Novice. 3. Note that there may be more than one phrase for each of the four levels. _____ Participates in brief conversations _____ Uses formulaic and rote utterances _____ Asks and answers simple questions _____ Compares and contrasts _____ Narrates and describes in major time frames _____ Hypothesizes _____ Speaks in words and phrases _____ Speaks in extended discourse length _____ Creates with language _____ Handles a situation that presents an unanticipated complication _____ Speaks in paragraph-length discourse _____ Persuades _____ Speaks in discrete sentences unconnected to one another _____ Circumlocutes _____ Supports and defends an opinion

5

Oral Proficiency Guidelines American Council on the Teaching of Foreign Languages (Revised, 1999)

ADVANCED LOW Speakers at the Advanced-Low level are able to handle a variety of communicative tasks, although somewhat haltingly at times. They participate actively in most informal and a limited number of formal conversations on activities related to school, home, and leisure activities and, to a lesser degree, those related to events of work, current, public, and personal interest or individual relevance. Advanced-Low speakers demonstrate the ability to narrate and describe in all major time frames (past, present and future) in paragraph length discourse, but control of aspect may be lacking at times. They can handle appropriately the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar, though at times their discourse may be minimal for the level and strained. Communicative strategies such as rephrasing and circumlocution may be employed in such instances. In their narrations and descriptions, they combine and link sentences into connected discourse of paragraph length. When pressed for a fuller account, they tend to grope and rely on minimal discourse. Their utterances are typically not longer than a single paragraph. Structure of the dominant language is still evident in the use of false cognates, literal translations, or the oral paragraph structure of the speaker's own language rather than that of the target language. While the language of Advanced-Low speakers may be marked by substantial albeit irregular flow, it is typically somewhat strained and tentative, with noticeable self-correction and a certain grammatical roughness. The vocabulary of Advanced-Low speakers is primarily generic in nature. Advanced-Low speakers contribute to the conversation with sufficient accuracy, clarity, and precision to convey their intended message without misrepresentation or confusion. They are understood by native speakers unaccustomed to dealing with non-natives, even though this may be achieved through repetition and restatement. When attempting to perform functions or handle topics associated with the Superior level, the linguistic quality and quantity of their speech will deteriorate significantly. INTERMEDIATE HIGH Intermediate-High speakers are able to converse with ease and confidence when dealing with most routine tasks and social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may be evident. Intermediate-High speakers handle the tasks pertaining to the Advanced level, but they are unable to sustain performance at that level over a variety of topics. With some consistency, speakers at the Intermediate High level narrate and describe in major time frames using connected discourse of paragraph length. However, their performance of these Advanced-level tasks will exhibit one or more features of breakdown, such as the failure to maintain the narration or description semantically or syntactically in the appropriate major time frame, the disintegration of connected discourse, the misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation. Intermediate-High speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although the dominant language is still evident (e.g. use of code-switching, false cognates, literal translations, etc.), and gaps in communication may occur. ACTFL. Proficiency Guidelines Speaking. Retrieved July 4, 2008, from http://www.actfl.org/files/public/Guidelinesspeak.pdf

6

Structure of the Simulated Oral Proficiency Interview

Language Function Level Ask questions Intermediate Describe a place / activities Intermediate Give directions Intermediate Narrate in present time Advanced Narrate in past time Advanced Discuss personal activities Intermediate Explain a process Advanced State advantages and disadvantages Advanced Support an opinion Superior Hypothesize Superior Speak with tact Advanced Speak to persuade someone Superior Propose and defend a course of action Superior Give a talk Superior Give advice Advanced

Center for Applied Linguistics (1995). Spanish speaking test rater training kit. Washington, DC: Author, p. 16.

7

8

Developing Advanced-Level Language

Language function Structures Describe -Ser and estar Compare and contrast -Tan…como

-Tanto/a/os/as...como -Más/menos…que

Narrate in the present -Present indicative Narrate in the past -Preterite

-Imperfect Narrate in the future -Future time

-Subjunctive in adverbial clauses React and recommend -Subjunctive in noun clauses

-Commands Hypothesize Support an opinion

-Conditional -Past subjunctive

Source: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3rd ed.). New York: McGraw-Hill, p. 8.

9

Circumlocution (1 of 2)

estudiante 1 ¿Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para…es lo que…es la persona que…es la acción de…es cuando… modelo: (rebelarse) es la acción de oponerse a una autoridad… 1. animado/a 2. la peluca 3. rectificar 4. sumiso/a estudiante 2 ¿Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para…es lo que…es la persona que…es la acción de…es cuando… modelo: (rebelarse) es la acción de oponerse a una autoridad… 5. el poder 6. el malhumor 7. risueño/a 8. la tijera

10

Circumlocution (2 of 2)

español 83 nombre _____________________ examen 1 sección ______________________ 1. ¿Qué quiere decir la palabra…? Tu amigo te pregunta el significado de unas palabras en español. Define cinco (5) de las siguientes palabras. No escribas más de dos oraciones por cada palabra. (10 puntos) el pasamontañas arrepentirse el acontecimiento el encuentro tutear desanimarse rectificar entristecerse la meta risueño/a enterarse indeciso/a la peluca arriesgarse sumiso/a 1. ____________________ ________________________________________________________________________ ________________________________________________________________________ 2. ____________________ ________________________________________________________________________ ________________________________________________________________________ 3. ____________________ ________________________________________________________________________ ________________________________________________________________________ 4. ____________________ ________________________________________________________________________ ________________________________________________________________________ 5. _____________________ ________________________________________________________________________

11

Discourse Markers (1 of 3)

Discourse markers are linguistic devices used to organize and sequence a text—oral or written. Can you identify the discourse markers used in this narration about the daily routine of a student at Marquette University? Underline the discourse markers in this narration.

El estudiante típico se levanta a las 7:00 puesto que tiene clases temprano por la mañana. Después, el estudiante típico se ducha. No tiene mucho tiempo porque tiene clases a las 8:00. Por eso, ¡no desayuna! Durante el día asiste a sus clases. Generalmente, el estudiante típico almuerza con amigos a la una de la tarde. Después, regresa a su residencia donde estudia por unas dos o tres horas. Luego, por la noche, sale con sus amigos…

12


Secuencia de tiempo: primero first segundo second al principio at first al mismo tiempo at the same time después after durante during finalmente, al final finally, in the end entonces, luego then mientras while cuando when de repente suddenly Resultado: por eso therefore, for that reason por lo tanto therefore Contraste: al contrario on the contrary en cambio on the other hand, instead por otro lado on the other hand sin embargo however pero but Para añadir: además besides también also Condición: puesto que since, given that tan pronto como as soon as ya que since, given that Conclusión: Así que… So… En conclusión In conclusion… Adapted from: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3rd ed.). New York: McGraw-Hill.

13


Step 1. Students are provided with strips of paper in an envelope. Each strip of paper contains one sentence from the text. Students combine the sentences in order to re-construct the text. The first group to re-construct the text is the winner. Note: Students are given one of two different versions of the text. The first version (version A) contains discourse markers. The second version (version B) does not contain discourse markers. Step 2. Students compare version A with version B.

La araña (version A) Sentí algo en la mano. Por eso miré la mano y era una araña. Fui a decirle: “¿Qué haces aquí?” Pero la araña se me adelantó y me dijo: “¿Qué haces aquí? Entonces fui a decirle: “No quisiera molestarte, pero este es mi mundo, y debes irte…” Otra vez la araña se me adelantó y me dijo: “No quisiera molestarte, pero este es mi mundo y tú debes irte.” Comprendí que así era posible dialogar. Al final, le dejé la mano y me fui.

La araña (version B) Sentí algo en la mano. Miré y era una araña. Fui a decirle: “¿Qué haces aquí?” La araña se me adelantó y me dijo: “¿Qué haces aquí? Fui a decirle: “No quisiera molestarte, pero este es mi mundo, y debes irte…” La araña se me adelantó y me dijo: “No quisiera molestarte, pero este es mi mundo y tú debes irte.” Comprendí que así era posible dialogar. Le dejé la mano y me fui. Adapted from: Anderson-Imbert, Enrique. (1961). El grimorio. Buenos Aires: Editorial Losada. Step 3. In “La araña,” an insect speaks with the narrator. In pairs, write a brief conversation between a person and a favorite insect or animal. Perform the conversation for the class.

14

Information Gap Activities

Definition: One student has information that another student needs to obtain to complete a communicative act (task) Rationale: -- Obligates students to interact in the target language to accomplish a communicative task in a brief period of time -- Provides a meaningful context for language learning activities -- Permits students to learn how to ask for clarification, request information, and negotiate meaning for understanding, all within a meaningful context

15

Role of Teacher: -- Provides activities that are focused and specific, with specific and measurable outcomes, even including rubrics -- Supervises, monitors, and assumes role of checking for completion of activity (and thus makes students responsible for task objectives) Role of Student: -- Assumes role of participant -- Takes assignment and understands objective(s) -- Has materials for understanding and “clues” at hand -- Coaches/assists partner participant -- Completes task, rehearses if time -- Responds to teacher check for responsibility of task

16

Information Gap Activities Blueprint

1. Context 2. Communicative function(s)

3. Language structure(s)

4. Specific task(s)

5. Support aspects

6. Directions and models

7. Time limit

8. Comprehension check and proofing

9. Extension activities

17

Blueprint: Objective: Standards: 1. Context: Students use the subte to (1.1, 1.2, 5.1) explore Buenos Aires 2. Communicative Request information (1.1, 1.2) function(s): Give directions 3. Language Question formation (1.1, 1.2, 2.1) structure(s): “Es necesario…” to express obligation 4. Specific task(s): Vamos a explorar Buenos (1.1, 1.2, 2.1) Aires en el subte. Tú y tus amigos están de vacaciones. Quieren ir a varios sitios de interés en Capital Federal. Tienes que preguntar a un argentino cómo ir

18

Blueprint: Objective: Standards: 5. Support aspects: Directions to the tourist: (1.1, 1.2, 4.1) In this activity you need to ask for directions to different subway stops. If you do not understand the directions, you can ask for clarification and/or repetition: ¿Cómo? ¿Qué? Repita, por favor. Directions to the Argentine: In this activity you need to assist a U.S. tourist with directions to different subway stops. To make sure he/she understands, you can use one of these phrases: ¿Entiende? ¿Está claro? ¿Se ubica?

19

Blueprint: Objective: Standards: 6. Directions Use the model below to (1.1, 1.2) and models: help you answer. ¡Ojo! Afterward, I will ask a group to re-enact the situation. Model: (Turista): ¿Cómo voy desde Plaza Italia hasta Uruguay? (Argentino): Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze. 7. Time limit: Five minutes. 8. Comprehension Teacher checks for understanding check & proofing: and completion of activity. 9. Extension activities: Vamos a ver Buenos Aires (1.1, 1.2) El cine (2.2, 4.2) Postal digital (5.1, 5.2)

20

Lee and VanPatten offer several tasks that language learners can complete as part of their interactions: • Filling in a grid, chart, or table

• Writing a paragraph

• Making an oral report

• Answering questions

• Sharing information for comparative purposes

• Creating an outline

• Creating a list of questions

• Creating a survey

• Drawing something (picture, graph, diagram)

• Creating a photo montage

21

Buscando un apartamento en Buenos Aires

Step 1:

Student 1:

You are a participant on a study abroad program in Buenos Aires and need to look for an apartment. Your task is to call a real estate agent to find out information about different apartments. Ask your questions in complete sentences and fill in the chart.

Student 2:

You are a real estate agent in Buenos Aires. Your task is to answer a client’s questions about different apartments. Consult the apartment ads and answer your client’s questions in complete sentences.

Step 2:

1. Compare and contrast apartments [Worksheet]. 2. Choose apartment. 3. Explain reasons for your choice to your partner. 4. Share information with class.

22


Directions for Student 1: --You are a participant on a study abroad program in Buenos Aires and need to look for an apartment. Your task is to call a real estate agent to find out information about different apartments. Ask your questions in complete sentences and fill in the chart. Apartamento 1 Apartamento 2 Alquiler ($) Ubicación Muebles (Sí/No) Aire acondicionado (Sí/No)

Número de ambientes

Número de baños Balcón (Sí/No) Metros cuadrados Datos adicionales

23


Directions for Student 2: --You are a real estate agent in Buenos Aires. Your task is to answer a client’s questions about two different apartments. Consult the apartment ads and answer your client’s questions in complete sentences. Apartment 1: Apartment 2:

24


Some Additional Activities: -- Students create an apartment ad -- Use Internet to explore real estate ads Visit http://www/clasificados.clarin.com Click on “Inmuebles.” -- Listen to authentic apartment ads -- Compare and contrast apartments and houses in Argentina and the United States Adaptation from: Theisen, T. (1997). Exploring multiple intelligences: respecting the diversity of learning. In: R. DiDonato (Ed.), Building community through language learning. Lincolnwood, Illinois: National Textbook Company.

25

Apto. #1: Ubicación: Belgrano Descripción: Moderno departamento 38 mt2, totalmente amoblado,1 ambientes en Studio. Totalmente equipado Baño, Kitchenet, Cocina, Microondas, Cafetera, Balcón/Terraza, Servicio de Mucama, Compaq Presario Win XP con conexión a Internet en Banda Ancha FibraOptica, TV Color 30", Stereo, Caja de Seguridad Codificada, A/C con Calefacción, Servicio de Minibar. Servicios del Edificio: Portero y Seguridad 24 horas, Sauna, Gimnasio, Spa, Piscina Olímpica, Climatizada, Excelente Vista de la Ciudad. Apto. #2: Ubicación: Recoleta Descripción:

Moderno departamento en contra frente de 2 ambientes con 50 m2 de superficie. Living/comedor con mesa y 4 sillas modernas. Cocina con lavadero equipada con refrigerador con freezer, horno microondas, cocina con horno y 4 hornallas, cafetera, licuadora y tostadora. Vajilla completa. Dormitorio con cama matrimonial, mesa de noche a ambos lados, placard y cortinado cubriendo la ventana. Baño completo. Todo el departamento posee pisos en madera y gran ventanal con balcón terraza y vista al pulmón de manzana que permite mucha luz a los ambientes. Cuenta con equipo de aire acondicionado y Tv.

26

Vamos a tomar el subte Directions for Student 1: -You are a participant in a study abroad program in Buenos Aires and you want to use the “subte” to visit different places in Capital Federal. Your task is to ask for directions. -¡Necesito ayuda! You can ask for clarification and/or repetition with one of these phrases: (1) ¿Cómo? (2) ¿Qué? (3) Repita, por favor. -Use the model below to help you answer. Be sure to complete the chart with the directions. ¡Ojo! Afterward, I will ask a group to re-enact the situation. DO NOT LOOK AT THE MAP! Model: [Estudiante]: ¿Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: ¿Es necesario usar la D, dirección Catedral.

Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze.

Preguntas Respuestas 1. ¿Cómo voy desde la estación Retiro hasta Río de Janeiro?

1.

2. ¿Cómo voy desde la estación Entre Ríos hasta Lavalle?

2.

3. ¿Cómo voy desde la estación Catedral hasta San Juan?

3.

27

Vamos a tomar el subte Directions for Student 2: -You are a native Argentine. A U.S. student will ask you for assistance with directions for the “subte.” Your task is to answer his/her questions. -¡Este turista! You can use one of these phrases to make sure the student comprehends the directions: (1) ¿Entiende? (2) Está claro? (3) ¿Se ubica? (4) ¡Escríbalo! -Consult the “subte” map and the model to help you answer. Make sure your partner completes the chart as you provide the directions. ¡Ojo! After each question, I will ask a group to re-enact the situation. Model: [Estudiante]: ¿Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: ¿Es necesario usar la D, dirección Catedral.

Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze.

Preguntas Respuestas 1. ¿Cómo voy desde la estación Retiro hasta Río de Janeiro?

1.

2. ¿Cómo voy desde la estación Entre Ríos hasta Lavalle?

2.

3. ¿Cómo voy desde la estación Catedral hasta San Juan?

3.

28

29

30

Interview (1 of 2)

Paso 1. Pídele a un hablante nativo del español que describa brevemente: el día más feliz/ triste / emocionante / importante / memorable de su vida. Graba la narración. Paso 2. Transcribe la narración. Subraya todas las formas del pretérito y del imperfecto. Explica por qué el hablante usó el pretérito o el imperfecto. Estudiante transcribe: El día más emocionante de mi vida fue cuando gané una beca para estudiar aquí en la universidad. Pues, me acuerdo que estaba en casa cuando recibí la llamada… Estudiante escribe: El hablante usó fue (pretérito) porque se refiere a una situación acabada. Gané (pretérito) también se refiere a una acción acabada. El hablante ganó el premio una vez. El hablante usó estaba (imperfecto) porque es descripción en el pasado. Recibí (pretérito) porque es una acción acabada o completa. El hablante recibió la llamada una vez. Paso 3. Subraya todas las palabras de transición, como “primero,” “pues,” “entonces,” “después,” etc. Paso 4. Completa el cuadro con las palabras de transición que subrayaste en paso 3. ¡Ojo! Debes decidir si cada transición representa “secuencia de tiempo,” “resultado,” “contraste,” etc. Secuencia de tiempo

Resultado Contraste Para añadir Condición Conclusión

Paso 5. En parejas, describan el día más feliz, triste, emocionante, importante o memorable de su vida. Usen verbos en el pretérito y en el imperfecto al elaborar la narración. Deben utilizar también palabras de transición. Source: Adapted from Lunn & DeCesaris, 1992, p. 39.

31

Interview (2 of 2)

Étape 1. Demandez à un Francophone de vous décrire brièvement : la journée la plus heureuse/triste/émotionnelle/mémorable de sa vie. Enregistrez la narration. Étape 2. Transcrivez la narration. Soulignez toutes les formes au passé et à l’imparfait. Expliquez pourquoi le passé et l’imparfait ont été utilisés. L’étudiant transcrit : La journée la plus heureuse de ma vie a été quand j’ai gagné une bourse pour étudier ici à l’université. Je me souviens que j’étais à la maison quand j’ai reçu l’appel… L étudiant écrit : le narrateur a utilisé a été (le passé composé) parce qu’il fait référence à une situation terminée. Pour l’emploi de j’ai gagné (le passé composé), il se réfère a un fait qui s’est produit une seule fois. Le narrateur a employé j’étais (imparfait), car il s’agit d’une description du passé. j’ai reçu (passé) car cette action est achevée ou complète. Le narrateur a reçu l'appel une seule fois. Étape 3. Soulignez tous les mots de transition, tel que « premièrement », « parce que », « alors », « puis» et ainsi de suite. Étape 4. Complétez le tableau avec les mots de transition soulignés à l'étape 3. Attention, vous devez décider si chaque transition représente « séquence de temps », « résultat », « contraste », et ainsi de suite. Séquence de temps

Résultat Contraste Pour ajouter Condition Conclusion

Étape 5. En paires, décrivez le jour le plus heureux, triste, passionnant, important ou mémorable de votre vie. Utilisez des verbes au passé composé et à l'imparfait en élaborant l'histoire. Vous devez aussi utiliser des mots de transition.

32

Narration in the Past (1-A of 4) Student 1 Paso 1. Your partner has a series of pictures. You have the five missing pictures that your partner needs to complete the story. Together describe your pictures in order to tell the story. When you finish, give the story a title. Use expressions such as: El hombre salió a correr… (Él) estaba corriendo y de repente… Mientras él corría… You begin: Un señor estaba en el cuarto de baño…

Source: Adapted from Garner, Rusch, & Domínguez, 1991.

33

Narration in the Past (1-B of 4)

Student 2 Paso 1. Your partner has a series of pictures. You have the four missing pictures that your partner needs to complete the story. Together describe your pictures in order to tell the story. When you finish, give the story a title. Use expressions such as: El hombre salió a correr… (Él) estaba corriendo y de repente… Mientras él corría… Your partner will begin.

Source: Adapted from Garner, Rusch, & Domínguez, 1991.

34

Narration in the Past (2 of 4)

Paso 2. ¿Qué le pasó a Juan? Your friend Marina has just sent you an e-mail in which she describes an experience she had at the gym. This reminds you of an incident that happened to your friend Juan last week when he decided that he needed to lose weight. Based on the story shown in the pictures, write an e-mail to Marina in which you recount for her what happened to Juan. Be sure to underline: (1) verbs in the preterite and imperfect and (2) discourse markers. You should write about ten (10) sentences.

Para: De: Re: ¡Hola Marina! Sample response: ¡No te preocupes! Esas cosas pasan. Mi amigo Juan tuvo una experiencia similar. Un día Juan estaba leyendo un libro en el cuarto de baño. El libro se llamaba Pierda Peso. El subió la balanza en su baño para ver cuánto pesaba. ¡Pesaba 100 kilos! Por eso decidió salir a correr. Al principio todo estaba bien. Más tarde Juan estaba corriendo por la calle cuando de repente vio a una amiga. Estaba hablando con su amiga cuando se cayó en un pozo. ¡Qué mala suerte! Juan era muy dedicado todavía. Por eso decidió seguir corriendo. Estaba corriendo por la calle otra vez cuando un carro pasó. El carro tiró agua encima de Juan. El dijo “¡basta!” Entonces, decidió volver a casa. Corría a casa cuando un perro lo atacó. Al final, después de un día difícil, Juan llegó a casa. Estaba enfermo. El tiró el libro en la basura puesto que no perdió nada de peso. ¡Pobre Juan!

35

Narrateur dans le passé (3-A de 4)

Étudiant 1 Étape 1. Your partner has a set of pictures. You have the five missing pictures that your partner needs to complete the story. You and your partner will need to describe your pictures in order to tell the story. Decide on a title for the story after you finish. Use expressions such as: You begin. À dix heures dix...

Le téléphone a sonné… Pendant que le lion est passé par le ATM … Le circus est venu...

36

Narrateur dans le passé (3-B de 4)

Étudiant 2 Étape 2. Your partner has a set of pictures. You have the four missing pictures that your partner needs to complete the story. You and your partner will need to describe your pictures in order to tell the story. Decide on a title for the story after you finish. Use expressions such as: Your partner will begin.

Le téléphone a sonné… Pendant que le lion est passé par le ATM… Le circus est venu...

37

Narrateur dans le passé (4 de 4)

Étape 2. Qu'est-il arrivé à Jean? Votre ami, Marie, vous a juste envoyé un e-mail dans lequel elle décrit une expérience qu'elle a eu à la salle de gym. Cela vous rappelle un incident qui s'est produit à votre ami Jean la semaine dernière quand il a décidé de perdre du poids. Sur la base de l'histoire montrée par les images, écrivez un e-mail à Marie ou vous lui racontez ce qui est arrivé à Jean. Soyez sure de souligner: (1) les verbes au passé composé et à l'imparfait (2) les mots de liaison. Vous devriez écrire approximativement dix (10) phrases. De:

Á:

Re:

Salut, Marie!

Exemple de réponse:

Ne vous inquiétez pas! Ces choses arrivent. Mon ami Jean a eu une expérience

semblable. Un jour, Jean était en train de lire un livre dans la salle de bain. Le livre

s’appelait Perdre du Poids. Il est monté sur la balance dans sa salle de bain pour

voir combien il pesait. Il pesait 100 kilos! Il a décidé d’aller courir. Au début tout

allait bien. Plus tard, Jean était en train de courir dans la rue lorsque

soudain, il a vu une amie. Il parlait avec son amie quand il est tombé dans un puit.

Quelle chance! Jean a été très dévoué jusqu'à maintenant. C'est la raison pour

laquelle il a décidé de continuer à courir. Une autre fois, il courrait dans la rue

quand une voiture passait. La voiture a jeté l'eau sur Jean. Il a dit « assez! » Alors,

il a décidé de revenir à la maison. Il courait la maison quand un chien l’a attaqué.

Enfin, après une journée dure, Jean arriva à la maison. Il était malade. Il a jeté le

livre à la poubelle car il n’a perdu aucun poids. Pauvre Jean!

38

Advanced Level Role-Plays (French)

1. Tiffany and Jason have just arrived at their hotel on the Rive Gauche (Paris) after a long trans-Atlantic flight. They both decide to go to their rooms, shower and take a nap before going out for the evening. After stepping out of the shower and drying off, Tiffany tries to open the bathroom door and the door knob falls off in her hand.

Role-play the conversation between Tiffany and the front desk where NO ONE speaks English.

2. You have just arrived at the train station in a small little village in Southern

France. You’ve just paid the taxi driver, who has just driven away. As you are reaching for your suitcase and backpack, you realize that you no longer have your wallet and passport. They must have fallen in the back seat of the taxi where you were seated.

Role-play the conversation between you and the ticket agent at the train station. To your grief, he is the only official at the station and he speaks no English.

3. You have just left your French friends’ home and are now on your way back to your hotel in town in your little rented Peugeot. You’ve driven about halfway back to town (about 30 kilometers) when the car you’re driving comes to a dead stop. Lucky for you, there is an old farmhouse visible a couple of kilometers from you.

Role-play the conversation between you and the resident of the farmhouse…an elderly woman who has no idea what you are saying to her in English.

39

Role-Play Activities Title: In the airport ROLE A: It is 9:00 a.m. You have just arrived at the Madrid airport. Your luggage is not in the baggage claim area. You speak with the service representative at Iberia airlines. Explain what happened. Describe your luggage. Make arrangements to have your bags delivered to your hotel. Be sure to explain that you need your bags as soon as possible since you have to meet some friends for a elegant dinner at 10:00 p.m. ROLE B: You are the service representative at Iberia airlines. You are responsible for entering clients’ luggage information into the computer. You need to ask the color, dimensions, and contents of their bags. You also need to ask clients for their address in Madrid so that Iberia can deliver their luggage. Your supervisor, however, has informed you that there will be no more deliveries until 8:00 a.m. tomorrow because of the high volume of lost luggage. Title: Friends and cars1 ROLE A: Your friend has just bought a new car and has left it in your care while on a weekend trip with his or her parents. Knowing that you also want to buy a new car, your friend has given you permission to use it. While driving the car, it stalls in a deserted place. You go for help. When you return, you notice that someone has smashed in the side of the car and has left the scene of the accident. Explain what happened to your friend. ROLE B: You have just bought a new car. You are going on a weekend trip with your parents, so you leave the care in the care of a friend. This friend is also interested in buying a new car, so you give your friend permission to use the car while you are gone. Your friend does not know it, but if he or she buys a car from the dealership that sold you the car, you will receive a sales commission. You have returned from your trip and now ask your friend how he or she liked the car. Title: Returning a gift2 ROLE A: Your parents gave you an expensive leather jacket for Día de Reyes, a holiday that is on January 6. It’s March 1 and you have not used your jacket yet. You are two weeks behind in your rent, so you need money. You decide to go to the store to return the jacket. Your parents gave you the receipt in case you wanted to exchange it. ROLE B: Today is March 1 and you have been working for one week at Merocuero, a store that specializes in leather clothing. Your boss is strict. He has warned you that you must follow store policies. Store policies include: (1) No exchanges without a receipt (2) All exchanges are for store credit. No cash. Exception: a defective article of clothing. (3) No exchanges for clothing purchased more than one month ago. 1 Adapted from DiPietro, R.J. (1987). Strategic interaction: Learning languages through scenarios. New York: Cambridge University Press. 2 Adapted from Garner, L.C., Rusch, D., & Domínguez, M. (1991). En parejas: A four-book series of communicative activities. Boston: Houghton Mifflin.

40

Debate Topics

1. Do United States and international economies benefit from illegal immigration? 2. Should universities require all undergraduates to have a minimum of four

semesters of foreign language studies? 3. Should universities require foreign language majors to have a minimum of one

semester of study abroad experience? 4. Should smoking in public areas such as restaurants and bars be banned? 5. Should the United States raise the legal drinking age to 21? 6. Should the United States require that all citizens 18 years and older vote in

presidential elections? 7. The administration wants to require all undergraduates to live on campus. Do you agree? 8. What do you think about “reality” television? What is the purpose of this

kind of entertainment? Does “reality” TV affect how we behave as a society?

9. Should drivers be prohibited from using cell phones while driving vehicles? 10. Should the United States require students to wear uniforms? 11. Should the United States continue to elect its presidents using the Electoral

College system, or should the popular vote winner become President? 12. Should the private lives of public figures be subject to public examination? 13. Will the $700 billion bailout plan resolve the economic crisis? 14. Is the economic development of developing countries more important than

protecting the environment? 15. Should human cloning be legal? Consult International Debate Education Association (IDEA) at www.idebate.org for more debate topics and resources.

41

Role Plays and Information Gaps: A Baker’s Dozen of Sampler of Extension Activities I. Warm-up for Novice Role Play: 1. Erzählen Sie etwas über Ihre Familie! 2. Beschreiben Sie Ihr Elternhaus/Ihre Wohnung! 3. Warum fahren Sie Auto nicht? 4. Identifizieren Sie kurz 3 Sehenswürdigkeiten in Berlin, Madrid oder Paris! 5. Was für einen Hund haben Sie? 6. Wo liegt Deutschland—was sind die Nachbarländer? Was für ein Klima hat die BRD? II. Warm-up for Novice Information Gap: Im Fernsehprogramm “Erzählen Sie mal, bitte!” Der Reporter stellt Ihnen Fragen, die Sie beantworten. Ihre Erwiderungen sind kurzgefaßt--2-3 Sätze genügen. Sie bedanken sich für das Interview, der Reporter auch. III. Rollenspiele für Fortgeschrittene—Sugerencias para su clase: 1. Sie sind in der 63. Straße. Es ist ein Auto vorbeigefahren, wobei plötzlich eine Kugelei stattfindet.. Sie sind erstaunt und befürchten das Schlimmste. Es gibt zwar verwundete Passanten, Sie aber nicht, da Sie sich hinter eine Straßenlampe versteckt haben. Die Polizei kommt und stellt Ihnen and den Mitzeugen einige Fragen über diesen schrecklichen Fall, den Sie und die anderen miterlebt haben. Erklären Sie dem Beamten alles, was Sie gesehen haben. Beantworten Sie alle Fragen mit ausführlichen Erwiderungen, damit die Verbrecher ins Gefängnis kommen. 2. Vor 10 Jahren haben Sie einen Brieffreund/in gehabt. Nach anderthalb Jahren haben Sie den Kontakt zum deutschen Freund fallen lassen, da Sie damals zu faul und zu jung zum Weiterschreiben waren. Sie haben sich geacht, “Ach was, ich käme nie nach Berlin, diese Schreiberei ist mir wurscht, sie ist sowieso nur Hausaufgabe für die Deutschklasse!” Aber...es hat geklingelt. Sie machen die Tür auf und vor Ihnen steht der ehemalige Brieffreund/in. Ihre Adresse der er/sie jahrelang beibehalten (Sie sind nie umgezogen). Er macht diesen Monat Urlaub--und da steht der Freund/in vor der Tür! Sie sind hölich und bitten den Besuchenden hereinzutreten. Wie führen Sie das Gespräch fort? Wie unterhalten Sie sich? Wie erklären Sie Ihren damaligen Entschluß, den Briefwechsel einzustellen bzw. abzubrechen? 3. Durante la década de los 90, hace ya como 15 años conoció a una abogada colombiana. Esta señora era muy simpática, comprensible--y soltera. Pasaron como 3 semanas juntos haciendo excursiones por toda Barranquilla. sistían a fiestas, comieron juntos, fueron a muchos sitios de interés--en fin, se llevaron muy pero muy bien, hasta unas ocasiones románticas. Después de casí un mes, se despidieron los dos y no se volvieron a ver. De vez en cuando intercambiaron una postal, dándose señas y saludándose. Ahora sonó el teléfono. Es la amiga de

42

hace años! Está en el aeropuerto, a 5 km lejos de tu casa. Le pide que venga a buscarla, es algo muy urgente. Cómo reacciona? Qué hara Ud.? 4. En un congreso auspiciado por la universidad acerca de la literatura argentina contemporánea, conoció a un poeta argentino. Se llevaron bien después de la charla e intercambiaron direcciones privadas. Se escribieron como 2-3 veces y luego perdieron el contacto. Ahora, después de 15 años, recibe una invitación del consulado argentino en que le pide lo siguiente: Vendrá el poeta--ya más famoso y bien dotado de premios nacionales e internacionales--a dar un discurso. El poeta,por medio del consulado, le invita que lo presente al público. El problema en que se encuentra es que el poeta ya apoya a Fidel y Raúl y su gobierno cubano. Ud., como buen hijo de exiliados cubanos, todavía está en contra del régimen castrista hasta participar en varias manifestaciones en contra de Fidel. Cómo reacciona a esta invitación? 5. Ud. trabaja en un departamento de lenguas de la universidad. Hay un colega que casí siempre se mete en los asuntos de todos los demás. En esta ocasión le prometió al jefe del departamento que en el año entrante habrá una clase electrónica “online,” pero....la clase es la suya! Está bien enojado con esta promesa porque está en contra de la sugerencia. La clase a que se refiere es una clase bien interactiva. Ahora le toca a Ud. responder al jefe durante una reunión con todos los colegas del departamento. Cómo reacciona? Cómo responde al desafío? Cuál serían, desde su punto de vista, varias opciones para el próxima año escolar para no tener que dictar una tal clase? 6. You are in a hotel and are sitting in the lounge area alone, waiting your turn to use the courtesy computer that the hotel provides. A man has been typing and typing and typing--for longer than the suggested 15 minute time limit that is prominently displayed above the compute screen. You are seated 8 feet form the computer and the user--who, having made eye contact with you when you sat down 25 minutes ago, is aware of your presence. You are staring into some distance (the back of the computer user) and nothing in particular. The person now turns to you and says, “Do you mind not looking over this way? I’m a lawyer and am writing privileged and confidential information.” How do you react? How do you respond? 7. 3 Elephants in the Room You have a friend of many years. You moved to another state with your spouse, but you and your friend still visit, and very much enjoy each other’s company, and have lots in common. There are however three things that you do not have in common, and that you never discuss. The three things are these: age, political preferences, and sexuality. One of you is 20 years older than the other. One of you is conservative. One of you is gay. Now, your friend has been diagnosed with a terminal illness, and has 3 months to live. Your friend suggests a long weekend getaway, just the two of you, to “catch up,” although you both are aware that it is more a “good-bye” time. You decide that the time has come to put away façades, as you both “need to talk” about your life and your times together, and you want to be completely open about yourself and your friend, and your years of friendship. Start talking to your friend now, you’ve just had a nice dinner at the getaway cabin, and are sitting in front of the fireplace as the night falls.

43

8. Political Appointments Task The president-elect must nominate many office-holders for 2009. Positions range from Cabinet secretaries to ambassadors to commission officials and more--many hundreds more. These men and women must be confirmed by Congress. With your partner(s), create two lists. List One is a characterization of a new appointee’s qualities. What are the atrtributes, the general attributes, of all the nominees for high posts in the new administration? List Two is a slate of individuals who meet or exhibit the traits of List One. Together with your partner(s), take the names of 7 of the individuals of List Two and suggest the top-level office you believe would be most suitable for that person. For each of the men and women selected, give at least three reasons for your decision or recommendation. Your words will be counted heavily in the final decision by the President-Elect. All the people you have on your “short list” are fully-vetted, as it were, and are not in any way crooks or thieves or liars. 9. The City Council The Council wishes to attract a major league baseball to your city for its spring training facility. The team’s ownership announces its interest, and city council members have developed plans for a new stadium and ancillary facilities. They provide the citizens with consultants’ reports that support the costs and benefits that would result from this municipal outlay of millions. You are an avid sports fan, but you disagree strongly with the premises upon which the promises rest. As a participant in the open hearing that is dedicated to this topic, you are putting together a list of reasons for opposing the plans. You have a 5-minute time limit to your remarks before the Council, and you wish to voice your opposition rationally and logically. You have armed yourself with facts and figures. Prepare your notes with two friends who share your point of view. Rehearse your presentation with them. 10. Convince your grandmother Your grandmother lives by herself. She is over 80 and is somewhat infirm. She has a chronic bad back condition, but is 100% alert and mentally “all there.” She was a college professor before she retired. The home she has lived in for the past 40 years is a burden to her. This is a 3-story home with 5 bedrooms and 2.5 baths. It has not been redecorated since 1968. There are several problems with the mechanical aspects of the house (plumbing, a leak, electrical and roofing issues). The house is paid for; there is no mortgage. Your grandmother isn’t wealthy, but lives modestly and pays her bills on time. She is free of debt, and is very happy. Your parents are not estranged from her, but they live in England, and visited the area only once in the last 8 years. Although they telephone and email regularly, they don’t “have a clue” about your grandmother’s declining state of health. She chooses not to inform them. Your respect and love your grandmother, and want to ensure that her final years are safe, happy, and relatively

44

care-free. You and your partner, who have just moved to town, want her to live with you. The two of you create a list of “talking points” that you will use when you bring her to your new home for dinner on Sunday. You are aware that “Gram” prides herself on her independence, and has says so many, many times over the years. 11. "We are family...." Your sibling and you are good friends and pals, despite the 1000 miles and family situations that make you different from one another. Your sibling's only child is a mature 30-year old mother of three, and is happily married. But, she is married to someone who can't quite seem to hold a job for longer than six months. The spouse, who is healthy and talented, has no health-related issues. The cause of job change is not receiving a promotion or better pay. Rather, the reason given is "boredom" or job dissatisfaction. Your sibling calls you, and seeks your advice for the only child and the spouse. You both agree, something must be done, for the sake of the children's future. The family is one of moderate means, so working for a living is a "must." Together with your sibling, you discuss and draw up a plan to convince both the child and the spouse to seek professional advice and counseling. 12. Friends Your friend of many years is a fine and uncomplicated, hard-working person. You have a lot in common, and you also have different point of view, but your friendship is secure. Recently, your friend had a seizure; a benign brain tumor--congenital--was found and removed. The operation was a complete success. But you notice that every so often your friend seems to have forgotten minor things. For instance, your friend forgot that three days earlier, in the course of a telephone conversation, you told your friend you were going out of town for the weekend. You received a voice mail message that clearly indicates your friend was now unaware of your absence from home. Such minor occurrences--4 or 5 of them--have occurred in the last two months. You want to think that “it’s nothing,” but you can’t. You’re having dinner together tonight and want to broach the subject. Get ready to do so, knowing in advance that your remarks are not going to be “held against you,” because your friendship is secure, respectful, and good and solid. 13. Friendly Persuasion A student who is well-known in your department as being manipulative has sent you a response to an email you had sent, in which you had suggested politely and without guile or malice that a letter she had written about another student’s withdrawal from the program was out of place for reasons of confidentiality and student privacy and ethicality. In the student’s follow-up response, you are told by the student that “you have warned me to keep quiet,” and have evoked in the student a life experience under the miliarty dictatorship in Argentina, a time when 15-20,00 people, “los desaparecidos,” were never again heard from. You are deeply troubled and offended by this wholly unfounded assertion and accusation. You have personally lost friends and friends of friends to the brutal and criminal behaviors of that era. Two of your colleagues are furious with this student, and supportive of as a professor and a human being. Discuss the options you have and come to a decision with your colleagues regarding your next steps.

45

References

Anderson-Imbert, E. (1961). El grimorio. Buenos Aires: Editorial Losada. Berry-Bravo, J. (1993). Teaching the art of circumlocution. Hispania, 76, 371-377. Blanco, J.A., García, M.I., & Aparisi, M.A. (2004). Revista: Conversación sin barreras. Boston: Vista Higher Learning. Center for Applied Linguistics (1995). Spanish speaking test rater training kit. Washington, DC: Author. DiPietro, R.J. (1987). Strategic interaction: Learning languages through scenarios. New York: Cambridge University Press. Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3rd ed.). New York: McGraw-Hill. García, P.A., & Hernández, T. (2007). Information gap activities: a standards-based strategy for promoting oral proficiency in a thematic context.” Florida Foreign Language Journal, 4, 10-17. Garner, L.C, Rusch, D., & Domínguez, M. (1991). En parejas: A four-book series of communicative activities. Boston: Houghton Mifflin. Lee, J.F., & VanPatten, B. (2003). Making communicative language teaching happen. 2nd ed. New York: McGraw-Hill. Lunn, P.V., & DeCesaris, J. (1992). Investigación de gramática. Boston: Heinle & Heinle. Shrum, J., & Glisan, E.W. (2005). Teacher’s Handbook: Contextualized Language Instruction. (3rd ed.). Boston: Thomson Heinle. Swender, E. (1999). ACTFL oral proficiency interview tester training manual. Yonkers, NY: ACTFL.

Documents

From Intermediate to Advanced