1. GETTING STUDENTS TALKING BY RACHEL JOHNSON CIRCLE CONVERSATION

2. Communicative Language Learning CCFLT Conference February 22, 2014

3. STANDARDS ADDRESSED: Novice Mid: Communication in Target Language Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Culture- Can be addressed depending on conversation topic

4. OBJECTIVES: Students will participate in an authentic conversation in the TL Students will answer questions in the TL Students will ask questions in the TL Students will use interpretive, interpersonal and presentational modes of communication

5. WHY THIS ACTIVITY IS VALUABLE? Gets students speaking, 30-45 minutes in TL Low stress and affective filter Natural conversation setting and real people interacting Teacher gets to observe students speaking Versatile

6. PROCEDURE OF CIRCLE CONVERSATION ACTIVITY Give students a list of questions or prompts. Allow them time to prepare answers. Students may use their sheets in the activity (in subsequent circle conversations the teacher may decide to do it without papers if desired). Explain to students how they will be evaluated in the circle conversation activity. Carry out the circle conversation. Evaluate students Give feedback.

7. MATERIALS List of questions Rubric Tokens

8. RUBRIC Answering of Questions 20 pts 4-(20pts) Ample vocabulary, correct grammar, evidence of preparation, elaborated answers, correct pronunciations, projection of voice 3-(15pts) Basic vocabulary, some errors in grammar and conjugation, evidence of preparation, projection of voice, good pronunciation 2-(10pts) Minimal vocabulary, errors in most answers, incorrect pronunciation that impedes comprehension, simple answers without details 1-(5pts) “Cave man” answers (yes or no), errors in most answers that impede comprehension, lack of control of answers, simple answers that lack detail Asking of Questions 15 pts 3 questions- 3 tokens -15pts 2 questions- 2 tokens- 10 pts 1 question- 1 tokens - 5 pts *If there is too long of a silence of pause, the teacher can choose to take away a token from everyone. Following the Conversation 5 pts Throughout the conversation the teacher will randomly ask a comprehension question to a student so as to ensure that they are following the conversation and understanding. The student, if following along, receives 5 points for this. Total 40 pts:_____________________

9. Lección 8 – Preguntas p. 267 ¿Meriendas durante el día? ¿Qué meriendas? ¿Qué comidas te gustan más para la cena? ¿A qué hora almuerzas? ¿Dónde almuerzas? ¿Generalmente con quién almuerzas? ¿Cuáles son las comidas más (most) típicas de tu almuerzo? ¿Desayunas? ¿Qué comes por la mañana? ¿Qué comida deseas probar? ¿Cuáles son las bebidas más frecuentes en tu dieta? ¿Qué comida recomiendas a tus amigos? ¿Eres vegetariano/a? ¿Te gusta cocinar?

10. Name Answering the questions 20 ptsComments Asking questions 15 pts Following the conversation 5 pts Total __/ 40

11. Answering of Questions 20 pts 4-(20pts) Ample vocabulary, correct grammar, evidence of preparation, elaborated answers, correct pronunciations, projection of voice 3-(15pts) Basic vocabulary, some errors in grammar and conjugation, evidence of preparation, projection of voice, good pronunciation 2-(10pts) Minimal vocabulary, errors in most answers, incorrect pronunciation that impedes comprehension, simple answers w/out details 1-(5pts) “Cave man” answers (yes or no), errors in most answers that impede comprehension, lack of control of answers, simple answers that lack detail Asking of Questions 15 pts 3 questions- 3 tokens -15pts 2 questions- 2 tokens- 10 pts 1 question- 1 tokens - 5 pts A student must ask three questions to receive full participation points. A student may ask more than three. If there are long pauses, the teacher may take a token from each student. Following the Conversation 5 pts Throughout the conversation, the teacher may ask a comprehension check to a student to make sure that they understand what is being said in the conversation. Keep track of this on a class roster by making a small check. Make sure each student gets one chance before starting to ask through a second time.