1. LET’S REVIEW Why not?

2. What effects might the ACTFL guidelines have on teaching? Focus on what you do with the language rather than grammar principles. One teacher says to students, after chapter 8 you will be able to use the imperfect….. Another teacher says, after chapter 8 you’ll be able to share experiences from your childhood, talk about things you did when you were a kid etc.

3. Skill getting V. Skill using Pseudo communication Learning structures Teacher-centered Controlled speech Structured/focused (predictable) Complete sentences Slow rate of speech Systematic correction Interaction, communication Accomplishing tasks Student-centered Creative use of language Open-ended, Spontaneous activities Incomplete when appropos Natural rate when possible Delayed correction

4. DiPietro???  What’s diff. between role-plays, simulations and scenarios?  Role play example:  You are in a restaurant. The waiter comes to take your order. You look at the menu and tell the waiter what you want.  Waiter introduce yourself to the customer, explain that fried okra is the chef’s specialty. Ask what the customer would like to eat and drink.

5. DiPietro (Cont.)  Simulation:  Roles: Owner: Restaurant is to be reviewed by the food critic, tell waiter to give good service and suggest best entrees Waiter: Wait on food critic, Follow orders of the owner Restaurant Customer: Evaluate food and service, Make obs. to your companion Dinner Companion: Food not bad, don’t like service, Express opinions to critic.  Focus is on “speech function”  What do Role plays and Simulations lack?  Non-language related problem to solve

6.  Groups of Two  Look at these textbooks  Create a good Role-Play to be used as a Skill-Getting activity.  You have 5 mins. – Go!

7. Types of Tasks  Guessing games  Finding connections  Ideas from a central theme  Implications/Interpretation  Comparing  Detecting differences  Putting in order  Priorities  Charades, pictionary, 20 questions  Connecting pairs, combine into story  Associations, Uses of object, What will you need?  Doodles, pictures, character studies, forseeing results  Odd man out, categories  Two similar pictures how different, Alibi, Spy  Pic. Sequence, sentence sequence  Rating, survival games

8. Speaking Activities  Choosing candidates  Layout problems  Combining versions  Compound activities  Debates  Publicity campaign  Which are your favorites?  Prize winners, Heirs, Prisoners, Victims  Zoo, Couples, Dinner parties  Compare texts, some bad info. Some good make logical story.  Read letter, group writes a response.  Groups get a side of an issue, time limits  Save the whales, stop smoking What would you like to practice???

9. Create a good open-ended activity(ies) to develop fluency and communicative ability.  ‘The more confidently you can answer yes to each of these questions, the more task-like the activity.  1. Will the activity engage learners' interest?  2. Is there a primary focus on meaning?  3. Is there a goal or an outcome?  4. Is success judged in terms of outcome?  5. Is completion a priority?  6. Does the activity relate to real world activities?  And duh, Interaction-Do they have to talk to complete the objective?