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P UNTOS DE HABLAR : A passport to oral competence Helen Méndez Megan Peña-Ariet St. John’s College High SchoolCristo Rey Jesuit Washington DCBaltimore,

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Presentation on theme: "P UNTOS DE HABLAR : A passport to oral competence Helen Méndez Megan Peña-Ariet St. John’s College High SchoolCristo Rey Jesuit Washington DCBaltimore,"— Presentation transcript:

1 P UNTOS DE HABLAR : A passport to oral competence Helen Méndez Megan Peña-Ariet St. John’s College High SchoolCristo Rey Jesuit Washington DCBaltimore, MD

2 G OALS OF “P UNTOS DE HABLAR ”: ACTFL Standards: COMMUNICATION Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CONNECTIONS Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language COMPARISONS Develop Insight into the Nature of Language and Culture Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

3 S ETTING UP THE “ PASAPORTE ”: Perfect first-day-of-school activity! Students draw a self portrait and set up the spaces for each quarter.

4 C HOOSING TOPICS NY Times, Washington Post, “charlas,” movie reactions Tie in culture topics or grammar focus Can the kids find the articles? Yes, but…

5 S AMPLE TOPICS FROM OUR CLASSES : Public transportation in Perú(ambiente) “Super-volcan” in Bolivia (ambiente) Record-setting bridge in México (ambiente) Presidential candidates in México (política) “Silicon valley” in Guatemala (tecnología) Advantages to Being Bilingual (lenguaje) Immigration debate / issues (politica / cultura) Documentary topics: “Balseros” “La historia oficial” “Which way home” “El laberinto del fauno”

6 H ELP, I CAN ’ T FIND AN ARTICLE ! Look for an article on a “timeless” topic – enduring controversies work well! Discussion on pop culture (example – texting in Spanish) “Charlas” – students get to talk about themselves while focusing on certain grammar structures Si yo fuera el director de la escuela… (focus on conditional) Cuando era niño/a, yo siempre… (focus on imperfect) Este verano, yo iré… (focus on future) En mi opinion, (tema) es…. (focus on present tense)

7 D ISCUSSION P REPARATION /P RE - TEACHING For homework, students complete a “Discussion prep” worksheet (English): Basic country info such as capital, location on a map, president/leader Questions focused on the theme of the article Example: For the Lima transportation article, students were asked to talk about their experiences with public transportation in the DC area. May include “research” type questions. Helpful vocab – you may provide both Spanish and English or have the students look up the words.

8 T HE L OGISTICS - S AMPLE CLASS E SPAÑOL 3, 1 ST PD 8:10- Class begins. Students take out completed discussion prep worksheet from previous night. 8:10-8:25- Students read article Teacher circulates to check homework. Teacher writes pertinent grammatical structures/communicative key words on the board Teacher passes out “pasaportes” 8:25- questions about homework and article concepts 8:30-8:51: Students earn speaking points

9 T HE L OGISTICS – A N O VERVIEW OF THE Q UARTER Limit to 3 speaking points per student per session / class period Can adjust this rule to fit students’ needs 5-6 speaking point sessions per quarter (9 weeks) What happens once students start being done? Have students that are done with speaking points write answers to questions handed out with the article

10 W HAT COUNTS AS “ A POINT ”? Explain any opinions you state  El narcotráfico es malo.  El narcotráfico es malo porque muchas personas mueren. Focus on critical thinking – original sentences as opposed to translating phrases from the article or “regurgitating material”.

11 W HAT IF NO ONE TALKS ? There is always a student willing to initiate conversation (trust us, this has never failed in seven years!) Setting “speaking” as an important portion of the grade motivates shyer students Students are not forced to speak on any given day; less pressure = better results (most of the time…) Extroverts love the opportunity to talk, and giving the introverts time to prepare helps their confidence

12 S TUDENT R EACTIONS : “Speaking points work well because you are putting all of the words and grammar that you’ve learned into practice. It helps to make connections between the textbook and how you use it.” (Julia, grade 11) “It takes us out of just writing or reading “classroom Spanish” and getting to speak about real issues.” (Emma, grade 10) “My accent has come a long way from my gringo self.” (Stratton, grade 11) “Being able to actually speak Spanish instead of talking about speaking Spanish…” (Aaron, grade 11)

13 G OALS FOR S PEAKING P OINTS … Speak without writing Stricter guidelines for a qualifying sentence – balance between “correction” and “dream- crushing”?? Student-led discussion: students find articles? More conversation/small group discussion Options for technology – recording speech and evaluating it with each student Using iPads instead of printing articles and other “green” ideas…


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