Let's give them something to talk about

Oui!

presentation

Let's give them something to talk about

Teresa Todd, PhDEnsworth

Nous parlons

C'est vrai?

Non!

Pourquoi?

My why:

All here because of magic of language...

• joy is speaking/using the language
• confidence boosting
• the only way to learn to speak a langauge is to speak it

My What:

Get kids talking

in the TARGET LANGUAGE

My how:

In class choral response, with gestures-

Inspired by Dartmouth Rassias training

TM

-as often as possible -choral, then individual *low stakes, multiple speaking opportunities -follow up with retrieval practice

Give enough repetition/input opportunities to ...

• create muscle memory

• create usable chunks
• get used to speaking
• take the "scare" out of speaking

bonjour!

SECTION 1, classroom activities

The Extrinsic becomes Intrinsic motivation

50%

90%

Give it a grade

• Grade for effort/enthusiasm
• Grade for staying in TL and being creative with it
• Grade for doing the gestures/staying on task, lack of side conversations

our rubric:

Amount of credit is lower this year.

for

Reminder of things we have all done

• signing activities
• speed dating
• info gaps
• Pyramid
• Taboo
• version of Heads Up

samples

• Picture reads

• students create picture sentences
• pictures can only indicate meaning, not a knee for "ni" pronunciation
• They create 3-6 picture sentences depending on level and read them to partners, and listen to their partners.
• Then they switch.

• Assign 6 vocabulary expressions to a group of 3

Memory game, inspired by Rassias Wave

• each person says their thing AND all the previous things- must use gesture and the gesture must convey meaning
• great for negatives in French, whole conjugations, or just vocab
• Group has to practice multiple times.
• Group has to be accurate when they present.
• Once they have gone through it as performance, they "teach" it to the class- every step. The class has to repeat and use gestures as well.
• level up: Plot twist- audience kids can change order of presenters
• level up: kids point to member of audience, does gesture and audience member needs to say the correct vocabulary word.

tm

Safe programs for AI conversation

Speakology.ai

Duolingo Max

Easy, in class recoding

Vocaroo

PhotoBooth

MORE>>>

Quicktime

Conversation with natives

Boomalang

Describe a picture

weird

wacky

https://www.nytimes.com/column/learning-whats-going-on-in-this-picture

• Groups of 2-3
• 1 kid draws, others describe
• artist can/should ask questions
• groups separate or you give the same image to each group and see whose image turns out closest to original.
• post picture kids can talk about picture and create a story.

Sirop tasting

article

menu/ chat mat prep

• Read article about polite ordering
• used "dictionary" and chat mat
• came up to order and
• went back to discuss in pairs

Blindfolded Legos

• Build a lego contruction with a variety of Legos
• Take a picture (color)
• dissassemble and place in container with the picture in an envelope.
• blindfolds
• Best in groups of 3-4:

* 1 person has picture, but cannot touch Legos, *person 2 can touch Legos and hand off to the blindfolded person, but cannot place Legos and *person 3 is blindfolded. That person takes the legos and positions them on the lego platform. At the end, they switch positions to go to the next Lego station and they switch roles.

Reviews colors, numbers, place adverbs

Blindfolded puzzle fun

• Hand out kid puzzles (big format) to groups of 3-4
• Same concept as legos: 1 kid blindfolded who puts puzzle together with instructions from group.
• 1 -2 kids find pieces, but cannot place them in the puzzle, only in the blindfolded kid's hands.
• all kids encourgaed to talk'
• make it a contest with several of the same puzzle or stations with different puzzles

Reviews colors, numbers, place adverbs

Candy tasting

Haribo Tagada eggs, smurfs, hard candies with lavender or violet or rose flavors Haribo is allergy-friendly (read labels! contact with dairy) or dumdums/ Tootsie rolls

levels 3H and above

debate:

Use your essential question, or whatever you're studying. Use a current event. Give them 20 minutes to gather resources and then debate.

bonjour!

SECTION 2, classroom assessments

Level 1 assessment

Guess who?

Assessment

pre activties for teacher/kids

• generate list of common chracters/people from films or pop culture
• number of people for list: one person per student (2 per student if a small class)
• create a document with the name of the person and their photo.
• You will give this out the weekend before the final exam. It serves as a way to review material (adjectives, family, colors, etc.)
• Students can take as many notes as they like and they need to be able to describe EVERY character.
• students can ask for a vocab list that you generate together (monkey, for example for Monstre à Paris)

Assessment Day

• students are given a clean sheet with pictures/names- identical
• no notes are allowed (they have already reviewed this material)
• students pick a name from the list out of the hat
• They may NOT show who they have or indicate it until called on.
• The sheet the pick out has a number on the outside and a name on the inside, and it's folded. Anyone can see the number, but students must keep identity secret.
• The number is the order they go in to describe their person.
• Teacher calls "number 1" in TL and the person who drew number 1 describes their person.

• During the game, each student describes at least one person AND has to ask a total of 2 follow up questions for someone else . (you can make this higher)
• They may NOT identify all of the people in their person's entourage. (especially if it's pop culture).
• They can describe what the person is wearing in the photo as well as what the person is like.
• This description needs to be enough for me to easily figure out who it is without spoilers. It has to be detailed.
• The student loses major points if they actually say the name. (no one has done this so far).
• No side conversations. (also major deduction)
• Students may ask as many questions as they need to clarify.
• In the event that a student does not know vocab and can't really talk about their person, I answer any follow questions from the class. Say they didn't know "purple" and just say "no", at the end the student who asked the question can ask me. I will tell them. The student who describes wrong/ answers worng loses points.
• students do not get points for questions that were already asked.

bonjour!

LEVEL 2, classroom assessments

Harkness

• kids in circle/oval
• discussion
• track comments
• adapted by level of language learner

Harkness

• Level 2 kids: must be on familiar topic.
• practice in rotating pairs before actual Harkness
• topics for first semester: films
• heavily guided at this level, so description first.
• Then what happened? What did the characters do?
• Do you like/dislike characters and WHY
• Kids should prepare one or two questions for the discussion to keep momentum.
• Teacher largely stays out, unless a word is needed/ they are going off track
• side conversations penalized

Final exam oral

20 arrondissents, 20 students

Each kid had to reseach an arrondissement and create a poster presentation; * 2-3 major attractions * find one hotel and one restaurant

Assessent day, each kid presented briefly. Kids had a short time to look at posters, but I would change this to time to ask questions.

Then, I told them they only had enough time and money to visit 5 arrondissements and they had to decide as a group which 5 they would visit and WHY. (They could not just re-advocate for their own.) Had to use information from other presentations.

Build a boarding school

after housing unit - lots of floor plan info gaps, lots of work on furniture, etc.

Kids were told to prepare for prentending that Ensworth was adding a boarding school. they had to decide as a group how many rooms, what would be in each room, what ammenities would be included (restaurants, coffee shops, post office, computer lob, student spaces, classsrooms?

They had to consider peers' ideas and make a group choice on the final output. Here I had to call on kids, occasionally.

Prior to exam, students generated a list of vocabulary words they may need in addition to what was in the chapter.

et plus?

level 3 and up

Assessments

Discussion on art

After a thourough art unit, students had to discuss likes and dislikes in art, refering to styles like Pop art, Impressionism, Cubism, etc.

Is it art? What makes it art?

They knew they would be discussing art and what makes art, but they had not seen any of the following. The disussion was heated.

* Could be modified by telling them they have X budget and they need to acquire art for an exhibit at a local museum. *Come to an agreement on which artworks to acquire and why. *Talk about which artwork would appeal to which types of museum clients? adults, kids, etc.

Funding board for health MSF

Unit info gap was MSF vs Haiti Air Ambulance

MSF project link

• Students studied health chapter
• We talked about global challenges for health
• The Info Gap sparked the idea of going to MSF website

*On French language site, kids chose the current health issue they thought was best from MSF *Created poster presentation- NO WORDS except country name. *Day of final: Hung poster on wall and presented to class. *took notes on presentations. *had 5 minutes to circulate, read posters *came back & asked questions Then they were told they could only choose ONE initiative to support with the board's money. Had to use infromation form presentations to debate and come to agreement. Had to decide what factors were important for choice.

Big takeaways:

Must have practice

Anything can become a discussion

Must have vocab

Best to have a grade

+info

+info

'Including quotes always reinforces our presentation. Breaks the monotony'

- Always cite the author

75%

You can create a outline to synthesize the content and use words that are burned into your audience's brain.

50%

If you're going to present live, we recommend that you train your voice and rehearse: the best improvisation is always the most prepared one!

25%

Show enthusiasm, give a smile, and maintain eye contact with your audience: 'The eyes, chico. They never lie'.

20XX

20XX

20XX

Surprise

Design

Plan

20XX

20XX

Communicate

Structure

'Your content is liked, but it hooks much more if they are interactive'

- Genially

Conclusions

• Present your genially...
• With calmness and conciseness. Summarize the content.
• Using an outline, to tell everything in an orderly manner.
• Show enthusiasm! Take a deep breath and start your presentation on the topic.

+info

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