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Concours Oratoire as a Rich Performance Communication Task OMLTA, October 2011 B.A. Kukhta-Jackson

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Presentation on theme: "Concours Oratoire as a Rich Performance Communication Task OMLTA, October 2011 B.A. Kukhta-Jackson"— Presentation transcript:

1 Concours Oratoire as a Rich Performance Communication Task OMLTA, October 2011 B.A. Kukhta-Jackson

2 Curriculum expectations Core French, Grade 9, Academic (FSF1D) Oral Communication make oral presentations on a variety of topics use appropriate language conventions during oral communication activities (speaking) prepare and give oral presentations on topics under study, incorporating appropriate audio and visual aids. (listening) respond to classmates presentations by asking questions for clarification and by providing feedback.

3 Curriculum expectations Core French, Grade 10, Academic (FSF2D) Oral Communication make oral presentations on a variety of topics use appropriate language conventions during oral communication activities (speaking) explain personal opinions, and formulate and support judgments, on topics under study present an argument based on researched information; (listening) take notes on presentations, oral reports, and discussions.

4 Curriculum expectations French Immersion, Grade 9, Academic (FIF1D) Oral Communication discuss ideas and opinions relating to topics being studied; use appropriate language conventions during oral communication activities (listening) extract the main ideas and secondary information from live or recorded speech (e.g., in videos, television programs, films, presentations by guest speakers)

5 Curriculum expectations French Immersion, Grade 10, Academic (FIF2D) Oral Communication explain ideas and opinions in small-group discussions, impromptu exchanges, large-group presentations, and formal debates; use appropriate language conventions during oral communication activities. (listening) comment on and ask questions about a classmates oral presentation.

6 Curriculum expectations Core French, Grade 11, University Preparation (FSF3U) Oral Communication make oral presentations on a variety of topics use correct grammar and appropriate language conventions during oral communication activities (speaking) express their ideas and opinions on a literary theme (e.g., how to judge what is really important in life) in class or small group discussions (listening) ask questions and make comments to clarify and evaluate classmates presentations during class or small-group discussions

7 Curriculum expectations Core French, Grade 12, University Preparation (FSF4U) Oral Communication make oral presentations on a variety of topics; use appropriate language conventions during oral communication activities (speaking) give a researched presentation (minimum 5 minutes in length) supported by point form notes and visual materials, and answer questions posed by classmates; use critical-thinking skills in responding to classmates presentations (e.g., analyse the information, develop a counter- argument) (listening) demonstrate an understanding of oral presentations by classmates and other speakers (e.g., by relating the content to other contexts, discussing alternative viewpoints, predicting future trends)

8 Curriculum expectations French Immersion, Grade 11, University Preparation (FIF3U) Oral Communication express ideas and opinions relating to a variety of topics based on class discussions, individual research, and personal interests; use correct grammar and appropriate language conventions during oral communication activities.

9 Curriculum expectations French Immersion, Grade 12, University Preparation (FIF4U) Oral Communication speak with native-like fluency on a variety of topics ranging from personal life to global issues express and explain abstract ideas use correct grammar and appropriate language conventions during oral communication activities (speaking) deliver a well-organized, well-thought-out presentation clearly and with confidence

10 New Curriculum expectations Speaking Overall Expectations By the end of this course, the student will be: B1. Speaking to deliver a Message: communicate information orally in French; B2. Speaking to Interact: use speaking skills and strategies in French with different audiences for various purposes; B3. Reflecting on Skills and Strategies: reflect on and identify personal strengths as French language learners and their use of speaking strategies.

11 Classroom Planning Brainstorming, class discussion for possible topics: Jig-saw from Think Literacy – Cross-Curricular Approaches - Oral pgs files/Oral.pdf files/Oral.pdf Developing and Organizing Ideas: Webbing, Mapping and More: Think Literacy – Cross-Curricular Approaches (Writing) pgs racy/files/Writing.pdf racy/files/Writing.pdf

12 Classroom Research: Ask your teacher-librarian for help in teaching the students how to do research using both print and digital sources. She/he may also help with assessment.

13 Classroom Presentation skills checklist for peer editing and rehearsals: Think Literacy – Cross-Curricular Approaches pgs (also available in French) Effective Presentation Skills files/ThinkLitFrench.pdf files/ThinkLitFrench.pdf poster Presentation Skills pg files/Oral.pdf files/Oral.pdf

14 Classroom Listening skills Self-evaluation (A Guide to Effective Literacy Instruction, grades 4 – 6, Volume 4: Oral Language (2008) Guide denseignement efficace en matière de littératie, de la 4e à la 6e année, Fascicule 5 – La communication orale (2007) pg. 11 e_ pdf e_ pdf All students wrote own name and title of speech on board before beginning their speech. Audience members also wrote name and title, and wrote at least one good question about each speech. Handed in daily for assessment.

15 Classroom Assessment Pre-speech discussion and planning – informal/ formative/ anecdotal Research – teacher-librarian The planning process (topic, outline, sources) – formative, Thinking/Inquiry Rehearsals – formative, peer and self-assessment The actual presentation – summative, rubric Listening – self-assessment, list of speeches and questions

16 School Choosing winners to participate in Board level contest Interested students Class feedback Formal contest Club to meet to help each other practise and prepare before board contest Publish names in school newsletter Trip permission forms Release time for day of contest

17 School Board contest Committee Consultant participation Budget Checklist of tasks Venue and date – hospitality (snacks for students, lunch for judges and committee), invitation to principal/VP for welcome Invitations to schools/ classes including rules and procedures, registration form, tips to prepare speeches Judges (3 or 4 – one as questioner), include thank you (small gift), also need a timer, rubric, helpful – judges gave tips to improve to winners moving on to provincial contest Awards – plaques, certificates, gifts from CPF (contact local chapter) Programme Promotion – celebration of results – board newsletter, Intranet – principals/admin, Language departments, newspapers, CPF local chapter, presentation at Board meeting… Registrations to CPF/OMLTA provincial contest (need copy of French record card from OSR to prove # hours of instruction)

18 Provincial – CPF & OMLTA In 2012 this event will be held on Saturday, May 12, at York University's Glendon Campus in Toronto. Glendon Campus OMLTA also participates/sponsors. See OMLTA website for more information. Consider becoming a judge or questioner.

19 Useful resources Ministry documents and resource books (Curriculum Services/OCDSB Resources) urces/Home urces/Home Strategies for Success (Nelson) Local contests: i.e. Kiwanas Books – Public speaking

20 Thanks for coming. Best wishes. Give it a try at your level of comfort, then expand next year. If you wish to see electronic samples of materials (i.e. rubric for judging, invitations, registration forms, committee checklist, participant certificate, etc.) please contact me by . Questions? Contact me by


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