2. Let’s talk – getting students to speak spontaneously in language B classes The story of Modern languages teachers at Upper Canada College trying to get their students to speak a new language

3. Challenge #1 You have 3 minutes to get to know three other languages teachers. Make a group of 4. Introduce yourself to your group members and share the language B that you are an expert in. Share the language B with the larger group by going to the website : PollEv.com/iblanguageB. And and inputting an answer to the question : Which language do you teach? Stopwatch Start poll

4. Challenge #2 You have 5 minutes. In the same group, choose a secretary. Discuss the different challenges you see in your classrooms related to teaching students to speak a new language. As a bonus, you may want to indicate what students like about speaking a new language. I will randomly choose two secretaries to present their challenges. You will have 30 seconds each to present. Stopwatch

5. Chapter one : The birth of a simple technique - Carl La mise en train 5 minutes to prepare Short but concrete task related to the lesson Two students are chosen to present for 45 seconds (Or for however long Carl feels like having them talk in front of the class)

6. Chapter 2 : How to quickly assess - Zulay Good feedback gives information to students that allows them improve. 4 criteria -each worth 5 points for a total of 20 points Carefully chosen descriptors based on the IB rubrics 4 levels of acheivement

7. IB rubrics – the hunt for descriptors Phase 2 rubric - criteria D MYP DP rubric for oral presentation

8. Sample formative rubric

9. Language accuracy The verbs are conjugated with accuracy With general accuracy Verb conjugation is often incorrect Verb conjugation is never correct, making understanding difficult. DP rubric Language is correct, varied and articulate; errors do not interfere with message. Language is generally correct, varied and articulate Language is sometimes correct, with some idiomatic expressions Language is often incorrect and/or limited Language is often incorrect and/or very limited

10. Vocabulary Vocabulary is varied and reflects an excellent knowledge of the unit vocabulary. The student uses idiomatic expressions creatively. Vocabulary is generally varied and reflects a good knowledge of the unit vocabulary. The student uses idiomatic expressions. Vocabulary is repetitive and reflects some knowledge of the unit vocabulary and/or some English words are used Vocabulary is very repetitive and reflects a limited knowledge of the unit vocabulary and/or many English words are used.

11. Pronunciation and Fluency The student speaks fluently and/or makes natural hesitations. The student has excellent pronunciation and makes hardly any mistakes or no mistakes.

12. Chapter 3 : How to create simple communication tasks Quick (never takes longer than 15 minutes) Students are forced to speak spontaneously Simple rubric that leads to specific feedback Students have to write out their answers on the board Students have to prepare with a partner Students are given two minutes to practice Tasks are linked to learning goals

13. Action-orientated language learning and the CEFR The Common European Framework of Reference for languages The 6 phases of language acquisition are similar to the CEFR The mise en train simulate different types of communication tasks.

14. Sample Mise en train #1 For students who are at a phase 1 level. Partners present. Language task: Student talks with a friend and will describe people. Student will talk about different professions. Context : a party Reinforce the use of adjectives, the verb “etre” and “avoir” and vocabulary from unit.

15. Sample mise en train #1 You are at a student conference at our school and you meet a student from Quebec. Ask questions to get to know this student. Make sure that both students ask at least 3 questions each. Use vocabulary on page 108. Greet each other Ask each others ages Ask what he likes to do in his spare time. Ask if Is he married Ask what many people are in his family. Ask what profession he is in. Does he like his job. Be creative.

16. Sample Mise en train #2 For students who are at the phase 2 level. Individual students present, but preparation is done with a partner. All answers are written on the board. Language task : Describe a photo and explain cultural differences regarding meals. Context : None Reinforce knowledge of vocabulary related to food

17. Use the idiomatic expression: “Dans cette photo il y a…” Use vocabulary on page 88 Use passé composé and the future with “aller” Who prepared this meal Is this a typical meal in France, in Quebec, in Toronto – justify. Which meal is it? Justify your answer. How many people are going to eat this meal. Where was the food bought?

18. Sample mise en train #3 For students who are at the phase 4 level. Language task : describe and analyse behaviours Context : At a school – student is talking to another student about a friend

19. Mise en train #3 Individual students present, but preparation is done with a partner. All answers are written on the board. Presentations are 2 minutes. Your friend is working too much. You feel that he is becoming a workaholic and no longer has a balanced life. During lunch at school, you decide to talk to a friend about your concerns. Describe the symptomes of his “ illness” and give reasons for his behaviour. Use the following vocabulary – aveugle, qui manque d’assurance, débordé, anxieux, fragile, esclave, excessif.

20. Mise en train #4 For students at a phase 2. Language task – describe a photo and identify cultural values. Context – None, task reinforces visual literacy

21. Sample Mise en train #4 for Phase 2. Describe the photo. Why is the boy shocked by the brand new hockey sweater? ( Le Chandail de hockey, by Roch Carrier )

22. Recap… Students can play with words Students can simulate cultural differences Students can work on spontaneity Students can perfect using grammar structures Students can collaborate and learn from each other Students are held accountable for their learning. Students can practice pronunciation

23. Resources http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedba ck.html http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedba ck.html Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK. Cambridge University Press. From Communicative to Action-Oriented : A research pathway Dr Enrica Piccardo From Communicative to Action-Oriented : A research pathway Dr Enrica Piccardo Ontario Ministry of Education - A guide to reflective practice for Core French teachers Ontario Ministry of Education - A guide to reflective practice for Core French teachers Project zero Description of tasks for different levels Teaching the teachers - The Economist

24. Contact : Sberezowsky@ucc.on.ca