Presentation on theme: "Using authentic language sources for tasks in pre-AP Spanish classes"— Presentation transcript:
1Using authentic language sources for tasks in pre-AP Spanish classes Thomas SothNorthwest Guilford High SchoolGreensboro, NCCurrently teaching Spanish 2,4, AP Language and AP LitHave taught all levelsNBCTAP ReaderSpanishisfun.0catch.com
2Overview of the presentation GoalsBackgroundAP integrated task informationHow to do this at the 3 and 4 levelsAudience participationSome examplesClosing thoughts
3AP presentational Writing and Speaking summary The College Board states that the AP Spanish Language is intended for students who wish todevelop proficiencyintegrate their language skillsacquire information from authentic materials and sources.What about your non-AP students? What do you wish for them to develop?
4AP presentational Writing and Speaking summary continued On the AP test, students have to“identify and summarize the main points and significant details and make appropriate inferences and predictions from authentic written and spoken sources on academic or cultural topics related to the Spanish speaking world”Examples??
5AP presentational Writing and Speaking summary continued Students will write …Students will speak about…
6What is an authentic task? 2010 AP TestPresentation Prompt: ¿Qué impacto tiene la música en la vida de los jóvenes?
7SourcesA newspaper articleA digital news articleAn online recording
8How do students complete this task? In writing…If speaking…Sound similar?
9How do we assess this? We follow the AP Rubric’s 3 categories task completiontask developmentUse of language
10How to create tasks for pre-AP? You do not rewrite the curriculum and you do not buy new text books.You do need to keep the idea of integrating skills in mind so instead of teaching to each individual language skill (writing, reading, listening and reading), we integrate all skills, every day, into every lesson (to the best of our ability).You do need to develop integrated skill assessments.
11Let’s look at an example Who? Spanish 4When? At the end of the introductory unit that had the cultural component of Latinos in The United States.
12Spanish 4: First Assessment La tarea: Describe o compara lo que estos hispanoamericanos han contribuido a los Estados Unidos.Fuentes: Short biographies of Carlos Santana and César Chávez, and an interview between Cristina and Salma Hayek (youtube).
13Task time lineDay 1: Day of unit 1 test review. Provide the task prompt, a rubric, and the two written sources to the students.Students told they would have two nights to read the sources and take notes to use for when they would write the essay in class.Day Two: After the test. The video was shown in class after a reading of the prompt again. Student needed to take notes.The third day, the students were shown the video again (3 min. 31 Sec) and then had the class to write the presentational essay while I graded their tests.
14How do we assess this We make a similar rubric to the AP Will this work at the Spanish 3 level?How do we make these tasks level appropriate?Preparation time?Extended writing time?The use of notes for presentational speakingThe AP exam allows students to use the notes and the sources when they record their presentations.
16In what type of units might you do this type of exercise?. Any unit Most text book series have common unit themes such as food, education, the environment, art, etc.Let’s look at food.
17With the peopleThink about what type of integrated task would be level appropriate for a unit on food for either level 3 or level 4.Then write down two or more written sources ideas you could use for that question and one or more audio source ideas you could use for that question.Or start with your source ideas and come up with a question.
18La Comida: Espanol 3Compara la tortilla mexicana, la arepa colombiana y la tortilla españolaSourcesA youtube video called la cocina de Mama that shows how arepas are made. 7Wv2Irqjv4&feature=relatedLa tortilla de Maíz: riqueza y símbolo de México (Por Jessica Uribe el 16 de Octubre de 2007 en Gastronomía. )La pagina web “La Tortilla Española” that has a short history and recipe of the tortilla española. la.html
19La Comida: Espanol 4Explica en una presentación de tres minutos los efectos que algunos productos del mundo nuevo y del viejo tuvieron sobre la vida en ambos mundos.Sources (Integrated throughout the chapter)Historia del azúcar (Written text from the internet)Historia del maíz (Written text from the internet)Historia del tomate (Written text from the internet)Historia de chocolate (Old Preparing for the language examination narrative #5 p )La historia de la papa (Old Preparing for the language examination narrative #7, and a written text)
20Problemas Direct use of source material Lack of good introductions Lack of good conclusionsLack of synthesis of information
21SolutionsMake students only use notes from sources so as to not have word for word repeats from the sources.Have students do one integrated task essay in class with a partner step by step with a focus on the introduction and conclusion and provide good vocabulary for essays.Graphic organizers and outlines to help students learn to make connections.
22What else might we do?In your groups, pick a level, then pick a topic, come up with a prompt and then list some possible sources you might use.
23Can we do this at the lower levels? Think about the contentMost text books at all levels have units that focus similar materials going from the very concrete to abstract.Examples of this are the family, school life, and food.Create a level specific rubric based task completion, task development, and language use.Find sources and create a question by looking for level specific sourcesLet’s look at food
24La Comida: Espanol 2For this one, I decided to look first at sources that were in My textbook Realidades 2.Possible sources in the text bookChapter video about making paellaA description about paella (Fondo Cultural)A recipe for tostones and a fondo cultural about plantains.A recipe for and a fondo cultural for ArepasPrompt: Describe y da una opinión sobre estas tres comidas del mundo hispano.
25La Comida: Espanol 1Students have a lower level of fluency so I came up with a question firstCompare the 2 different menus and the food you hear about in the youtube. Also, tell which resautant you prefer and why, and which restaurant would be the best for your health and why.Sources: One menu in Spanish from a fish restaurant, one from a McDonalds and a youtube video describing the food at a mexican restaurant (lots of images).
26The intent of the AP exam, and of all language instruction, is to authentically assess a student’s ability to engage in real-life language-use situations.Thus, as language teachers we should be modeling this teaching authentically but without abandoning teaching the language foundations necessary for communication.
27By integrating skills and through authentic instruction, we will prepare students not only for authentic language exams (small goal), but also for the practical use of the language in out current, diverse society (our overreaching goal).