1. Homework questions
How does ACTFL define an advanced level learner? (p.120)
In terms of syllabus design, what is an important tool for advanced learners? (pp )
What are the three principles for teaching speaking to advanced learners? (pp )
What are five tasks and materials for advanced learners? (pp )
What are important considerations when assessing advanced learners? (p )

2. Advanced level learners (ACTFL)

3. Syllabus design – advanced level learners
Needs analysis (to determine learners’ needs and goals > helps shape your syllabus, design lessons, create tasks and activities, choose topics for discussions, etc.)

4. Principles for teaching speaking to advanced level learners
Help learners combine fluency and accuracy
Encourage learners to take reasonable risks
Provide opportunities for learners to notice the gap (between current language ability and native-speaking ability)

5. Tasks and materials for advanced level learners
Conversations and other interactions
Information gap and jigsaw activities
Picture-based activities
Extemporaneous speaking
Role-plays and simulations

6. Important assessment consideration for advanced level learners
Pronunciation (reduced forms and intonation)

7. Additional (reflection) questions
Now that you are an advanced level learner in English, what things are easier to do? What still proves to be difficult? Why?
What (do you think) are some of the most helpful ways to develop your English language proficiency at this stage? How much effort do you make (on a regular basis) to improve your language ability? What could you do more of? Should do less of?
What information in the chapter will be the most beneficial to you in the classroom?

8. Experience, interest, and use
Have you ever had any experience using this task?
What do you like or dislike about it?
How would you adapt/change/modify it for your current or future students?

9. Pictures: “Milk it” (get the most out of something)
[Accuracy] Identify the language that is represented by the pictures
[Accuracy] Use different verb tenses to describe the pictures (e.g. present continuous, past simple, future simple, etc.)
[Accuracy] Add descriptions with adjectives and adverbs (twelve tenses)
[Accuracy] Use alternative words and expressions
[Accuracy] Make questions and negative statements
[Accuracy] Do actions as you talk about the pictures
[Fluency] Create conversations/dialogues or stories using the picture(s) – or do a role-play
[Fluency] Personalize by asking and answering questions about the pictures
*Language: structures (e.g. present continuous), lexis/vocabulary, functions (e.g. making a polite request), situations (descriptions of), language skills (supplement)

12. Presentations
Prepare a three-minute speech about one of the following topics (which you’ll need to practice a few times):
A hope for the future
A good decision in my life
A dream I have always had
A goal for the next five or ten years
A big change in my life
A terrifying moment in my life
A proud moment in my life
An embarrassing moment in my life
It should be comprised of a three-part structure – beginning (introduction), middle (body), and end (conclusion). The beginning needs to include an effective attention-getter (e.g. “Have you ever been swimming in the ocean and saw a shark’s large fin coming straight at you?”). The middle should either be in time (chronological order) or focus on three main points (e.g. reasons why). The end should review the main points and bring the speech to a satisfactory close. [*This three-part structure – introduction, body, conclusion, along with visual aids and elements of delivery could collectively comprise your assessment criteria > see the example rubric, which is divided into two parts – content and delivery).
Possibilities: narrative (story), show and tell (a meaningful possession), describe a picture (person or event), instructions (step-by-step process), recommendation (TV show or movie, book, product, etc.), information (famous person, country, etc.), and argument (debatable topic).

13. http://iteslj. org/questions/ (
(*select all > copy > paste > reduce > sort)

14. Content for speaking classes: Move from general conversation questions (which you can get from The Internet TESL Journal or Teflpedia) to a critical discussion of the issue. Check my “Links” page for many news sources.

15. Language and culture are inextricably linked (i. e
Language and culture are inextricably linked (i.e. when you teach language, you invariably teach culture). Also, as culture is often a frequent hindrance to comprehension, it’s important to focus on/highlight it (as much as necessary – especially for scaffolding purposes). Any authentic content (e.g. TV shows, movies, songs, TED, Internet content, news, etc.) can be utilized to highlight or showcase both similarities and differences.