“Teachers are those who use themselves as bridges, over which they
invite their students to cross; then having facilitated their crossing,
joyfully collapse, encouraging them to create bridges of their own."
-­‐ Nikos Kazantzakis
Please note that both the electronic version of this document, as
well three accompanying video clips showing three teachers and
their students in action, are available on the SPEAQ website:
www.speaq.qc.ca
Document prepared by:
Teresa Capparelli, Conseillère pédagogique, Commission scolaire de Montréal
Vicky Giannas, Conseillère pédagogique, Commission scolaire des Trois-Lacs
Handbook inspired by a document and workshop presentation given at SPEAQ 2004 by:
Teresa Capparelli, Conseillère pédagogique, Commission scolaire de Montréal
Élyse Deschambault, Responsable de l’évaluation de l’anglais, langue seconde, MELS
We wish extend our gratitude to the following people for their collaboration and contribution:
Toni Daoud, École Saint-Louis, Commission scolaire de Montréal
Valérie Gingras, École Les Piononniers, Commission scolaire des Découvreurs
Monique Mainella, Collège Jean-de-la-Mennais
Judith Rohlf (revision, design and layout)
We also wish to acknowledge the contribution of Canadian Heritage in the production of this
handbook through SPEAQ and Animaré (for the filming and production of the video clips/DVD).
Finally, we wish to thank all ESL teachers and consultants who inspired and graciously contributed to
the creation of this handbook through their motivation and dedication to teaching English!
A Student’s Perspective… If I speak, the teacher will ask me more questions and I won’t know what to say... I don’t know the words in English. Everyone’s good in English, except me. Why is he
always talking
French?
A Teacher’s Perspective… What do I need to
teach to help them
interact orally?
Why won’t she participate
in oral interactions?
LET’S TALK! A Handbook on Oral Interaction for Secondary
3
4
Students often ask why they need to learn English. The main purpose of learning a second
language is to be able to communicate a message, a need or an interest orally. The “Let’s
Talk!” handbook provides secondary students with fun activities to help them express an
idea, opinion, feeling or need in English!
The focus of this handbook is to provide some general tips and suggestions for teachers,
as well as ready-made activities, to help students interact orally in English. The activities
provided in this handbook will allow students to:
 Practise speaking English;
 Cultivate their knowledge of certain frequent and useful structures such as
everyday functional language, expressions, etc.
 Build their self-confidence and allow for a willingness to take risks;
 Develop a positive attitude towards learning and using the English language;
 Foster a sense of pride in the ESL classroom;
 Expand their ability to communicate with a native English speaker through
authentic learning situations.
In addition, any of these activities may be:
 Integrated into a Learning and Evaluation Situation;
 Connected to a project on a specific theme;
 Implemented into a lesson plan;
 Complement a classroom routine (as a warm-up or wrap-up);
 Act as an extension to a unit in a student textbook;
 Used as a break from the regular lesson plan to provide additional opportunity to
use English in the ESL classroom;
 Adapted and/or altered according to the level of your students;
 Personalized to take students’ interests into account.
We hope you will enjoy using these activities with
your students and adapt them to the level of your
audience.
We welcome any constructive feedback on
this handbook through the SPEAQ office!
Are you ready?
Let’s get students talking in English!
LET’S TALK! A Handbook on Oral Interaction for Secondary
5
DID YOU KNOW…?
English is the 4th most spoken language in the world after Chinese, Spanish
and Hindi. It is the language of science, business and communication
worldwide!
Learning English helps students prepare for the work place, and it allows
them openness for personal and cultural exchanges.
6
Here is a brief description of what you will find in each section of the handbook:
1.
Questions About Competency 1 (C1)
p. 9
Questions and answers with regards to Competency 1: Interacts orally in
English.
2.
Questions About Evaluating C1
p. 17
Questions and answers about evaluating Competency 1, as well as tools
for evaluating oral interaction.
3.
Getting the Ball Rolling
p. 32
Tips and suggestions on how to create a positive classroom environment
and set the tone for oral interaction.
4.
Structuring Oral Interaction
p. 35
A series of simple, hands-on techniques that can be easily adapted and
used in the classroom. They require little advance preparation and can be
used at a moment’s notice.
5.
Activities and Games
p. 37
Instructions for a variety of interactive activities and games that can be
used in both Cycles One and Two to develop oral interaction. Handouts
are provided in Appendix A where applicable.
Appendix A: Reproducible Documents
p. 43
Handouts for the activities and games in Section 5.
Appendix B: Other Documents and Websites
p. 114
• Ideas and suggestions for parents on how to encourage their children to
develop oral competency outside of the classroom.
• Poster ideas for the classroom.
• Certificates to encourage and reward students, especially the younger ones.
• Interesting websites to develop oral interaction further.
LET’S TALK! A Handbook on Oral Interaction for Secondary
7
Program Alert!
Each time a Program Alert! appears, it makes connections with the MELS1 English as a Second
Language Program. In English class, students are expected to interact in English. This means:

English is spoken at all times!

Students are encouraged to take risks with language and ideas.

Students regularly have discussions in pairs, in small groups or as a class.

Speaking is not prepared and rehearsed beforehand.
Program Alert!
“The very nature of oral interaction requires students to work with
others using the English language in order to learn the second
language in context. Students learn to understand and speak the
language most efficiently when they are given frequent
opportunities to do so in an interactive environment. Therefore oral
interaction is the backdrop for the Secondary Cycle One ESL
program. English is the language of instruction and communication
used in all student-student, student-teacher and teacher student
interaction.”
Québec Education Program, Cycle One ESL Core Program, p. 180.
Program Alert!
“Interacts orally in English is the cornerstone of the ESL
program: constant interaction plays a central role in the
development of aspects of communicative competence. It helps
students develop the confidence they need to communicate with
English speakers in social contexts, in the workplace and while
exploring the world.”
Québec Education Program, Cycle Two ESL Core Program, p. 14.
Program Alert!
“As models and guides, teachers speak English at all
times and require students to use English as well. They
demonstrate appropriate use of language, processes
and resources.”
Québec Education Program, Cycle Two ESL Core Program, p. 8.
1
Ministère de l’éducation, du Loisir et du Sport
8
1. How can Competency 1: Interacts orally in English be described?
(adapted from the ESL program, Second Cycle, p.14)
Interacts orally in English is:





the first competency of the ESL programs
the cornerstone of the ESL programs
the ability to communicate a simple or complex message in English
the use of English as the language of communication and instruction
initiating, reacting, maintaining and ending oral interaction
Interacts orally in English involves:
 an openness to the world
 a two-way communication between two, three or four participants working cooperatively with
one another to share ideas and information, build linguistic knowledge and carry out tasks in
English
 using various strategies and resources such as functional language and strategy posters,
banks of expressions, vocabulary lists, etc.
 using English in all classroom situations
 using English in various authentic learning situations
 using the language in spontaneous or structured situations
 contributing actively to discussions and listening to others
 elaborating on ideas and personal viewpoints
 taking other viewpoints into account
 readjusting comprehension when necessary
 experimenting with and expanding one’s language repertoire
 building on previous knowledge of English
 taking risks with the language and perhaps making a few mistakes
 feeling a sense of accomplishment in the ESL classroom
 having the ability to interact orally with confidence
 persevering in getting a message across in English
Interacts orally in English is NOT:







prepared or rehearsed at home
an oral presentation in front of the class
reciting a poem
reading a text out loud
reading a pre-prepared answer to a question out loud
reading a functional language poster aloud
reciting the lyrics to your favourite song in English
LET’S TALK! A Handbook on Oral Interaction for Secondary
9
2. What is the difference between oral production and interacts orally?
•
•
•
Oral interaction involves authentic communication. It is a constant back and forth—
from listening to speaking and from speaking to listening— between people who have
something to share.
Oral interaction requires a “two-way, three-way or four-way, but never a one-way” (W.M.
Rivers).
Oral production is a one-way form of communication.
3. How can I help my students develop this competency?
Take time to explain the competency to your students at the beginning of the year.
Interacting orally means that students participate actively throughout the discussion; it is
more than just occasionally expressing a few isolated ideas.
To interact actively, students do several or all of the following:
-
Express themselves spontaneously;
Communicate their needs in English;
Share opinions with a group;
Explain/elaborate on ideas and opinions (e.g. clarify, give examples);
Add comments or react to what others say;
Ask questions or clarifications when they don’t understand;
Relate personal experiences in response to a text;
Express relevant, coherent ideas;
Be willing to discuss various topics by taking risks with the language.
4. What can I do to promote oral interaction in my classroom?
It is important to commit to speaking English in class. In an ESL classroom, there are
numerous opportunities to use English:
- Greet and welcome students to class. (You may start each lesson by asking students
about their week, weekend, previous evening…)
- Talk about your own experiences. (Did anyone watch the Oscars last night?)
- Read out loud the daily menu from the board.
- Provide clear and concise instructions and explanations.
- Provide concrete examples. (Model the language that is expected of students when they
interact orally.)
- Provide corrections, feedback and comments to students.
- Assign and explain a new project.
- Use trigger activities to introduce a theme and hook students’ attention.
- Organize authentic situations where English can be used (planning a field trip, inviting a
guest speaker, etc.).
10
- Maximize opportunities for oral interaction via meaningful and interesting Learning
and Evaluation Situations.
- Set a classroom goal for oral interaction. (Use English only, use a specific
functional language poster, express an opinion, agree or disagree with your
partner, etc.)
5. What resources can I provide my students to create a rich classroom environment?
A variety of resources to support students and help sustain their conversations need to be
made available in an ESL classroom. Here are a few examples:
- a poster of classroom rules and expectations
- a poster to demonstrate what C1 means in student friendly terms
- visual supports such as banks of everyday expressions, functional language
posters, strategies for communication, etc.
- inspirational quotes from English authors
- vocabulary posted in the classroom (include pictures)
- English magazines
- a variety of printed, visual or auditory texts
- dictionaries and/or thesauruses
- a personal dictionary or tracking sheet to keep track of new vocabulary words
- awards or certificates to reinforce speaking English
- positive feedback and constant reinforcement
- self-evaluation sheets to help students reflect on how much English they really
spoke
- a symbol to indicate the level of English spoken in each class (ex: a colour-coded
light with a green, yellow or red light to indicate overall satisfaction…)
6. What other ways can I get students to interact in English?
In the classroom, provide:
- media texts (advertisements, TV commercials, radio announcements, comic strips, video
clips, quirky pictures) or controversial stories (newspapers, magazine articles or
biographies) that students can explore and react to orally
- guiding questions, weekly discussion topics and prompts that can be used as a
springboard for discussion;
- access to English cartoons, magazines, books, graphic novels, short stories the students
can discuss and respond to
Remember to push your students’ limits by offering challenges at their level!
LET’S TALK! A Handbook on Oral Interaction for Secondary
11
For outside the classroom, provide students with:
- a list of English TV shows and movies students can watch and discuss further
- English websites that may be of interest to students
- a bulletin board for the English class to announce upcoming events, post news articles
or interesting photos, etc. This will serve as a catalyst to start classroom discussions.
- information on English events such as an exhibit on water at the museum of science, a
theatre production for teenagers, etc.
Tell students to use every opportunity to speak English outside the
classroom!
Practice makes perfect!
7. Which strategies can help my students?
Depending on the level of your students, you may need to teach students to use different
communication strategies. When interacting orally, the focus is on taking turns, being
respectful of others’ opinions, being polite, speaking so that you are heard, active listening, etc.
Program Alert!
Strategies are specific thoughts, actions, behaviours or
techniques used by students to solve problems and
facilitate learning. They help students become aware of
how they learn most effectively, and the ways in which
they can transfer this learning to new situations.
Strategies are taught explicitly and in a progressive
way.
Québec Education Program, Cycle Two, ESL Core Program, p. 42.
Communication strategies need to be modeled and taught explicitly.
Students need to learn to use GESTURES, RESTATE what someone else has said, REPHRASE, STALL FOR TIME, and use other words to describe something. Students need to learn to TAKE RISKS
and ask questions, provide information, express ideas, thoughts, feelings and points of view.
Students should practise their communication strategies and ask for help from the members of
their team and the teacher.
12
Strategies for Oral Interaction

Use strategy posters to support oral interaction. Take out one or two at appropriate times.
You can find the MELS posters at:
http://www.speaq.qc.ca/pdf/functional_language_posters.pdf

Use the strategy cards in conjunction with appropriate functional language. For example:
for Take your time, remind students that a rapid response is not necessary and that they
should take the time to think.
Write on the board: Give me a second. Let me think. Wait a minute and even Hmm…
Encourage students to use these expressions when they need additional time before
responding.

Before doing an activity, elicit from students the strategies that will help them (once they
are familiar with them).
LET’S TALK! A Handbook on Oral Interaction for Secondary
13
Communication Strategies
Communication Strategies are used to solve problems related to participating in
and maintaining oral interaction. They include:
o
o
o
o
o
GESTURE (physical actions that convey or support messages)
RECAST (I restate what someone has said to verify comprehension.) REPHRASE (I say it in a different way.)
STALL FOR TIME (I take time to think.)
SUBSTITUTE (I use different words to replace more precise but unknown ones.)
Learning Strategies
Learning Strategies are ways to facilitate learning. They are grouped into the
following three categories:
Metacognitive strategies (to self-regulate and self-monitor one’s progress)
o
o
o
o
o
DIRECT ATTENTION (I focus on the task at hand and avoid distractions.)
SEEK OR CREATE PRACTICE OPPORTUNITIES (I use the required functional language
or specific verb tenses.)
SELF-EVALUATE (Did I speak only English with my partner?)
SELF-MONITOR (I check and correct my language.)
SET GOALS AND OBJECTIVES (I will speak only English during this activity.)
Cognitive strategies (to manage ideas and knowledge)
o
o
o
o
o
o
ACTIVATE PRIOR KNOWLEDGE (What do I know about this topic?)
COMPARE (I compare my opinion with my partner’s.) DELAY SPEAKING (I take time to listen and speak when I am ready/comfortable.)
PRACTISE (I try to speak English outside of class.)
RECOMBINE (I put together what my teammate and what I said in a new
sentence.)
TRANSFER (I use the new words/expressions that I learned in a new context.)
Social affective Strategies (to help interact with others or to assist learning)
o
o
o
o
o
o
14
ASK FOR HELP, REPETITION, CLARIFICATION OR CONFIRMATION (I ask for help.)
COOPERATE (I work with others to achieve a common goal while giving and
receiving feedback.)
ENCOURAGE SELF AND OTHERS (I know what I have to do. I can do it!)
LOWER ANXIETY (I reduce stress by reminding myself of goals or progress made
and resources available. I know it’s okay not to understand everything.)
TAKE RISKS (I experiment with language and don’t worry about errors.) USE RESOURCES (I refer to the vocabulary on the board. I use a dictionary.)
8. What suggestions can I provide parents to help their children develop C1?
Maintaining an open communication and collaboration with parents is crucial for successful
learning to take place. When possible, take time to explain this competency. Appendix B
provides a letter, as well as general information, for parents (in French) that can be adapted and
given out at the start of the school year. (pp.115–117)
Notes
Notes
LET’S TALK! A Handbook on Oral Interaction for Secondary
15
Evaluating C1
16
Program Alert!
“Evaluation serves two distinct purposes: regulation of the
development of competencies, and recognition of competencies
at the end of each year of the cycle and for the certification of
studies.”
Québec Education Program, Cycle Two ESL Core Program, p. 9.
The only way to evaluate students C1 competency is in action!
Catch them using the English language and congratulate them on their progress!!!
1. Why evaluate C1?
• TO KNOW
→
→
what your students are good at when they interact orally
what your students need to work on when they interact orally
• TO PLAN
→
→
→
the feedback to give students concerning C1
what needs to be reviewed or explained when developing C1
what students are ready to learn to develop C1
• TO SUPPORT learning during a term and/or year
• TO RECOGNIZE competency at the end of a term, year and/or cycle
N.B. This section was inspired by a MELS workshop given by the Evaluation Team (2008). The purpose of this
section is to demystify frequently asked questions about C1 and evaluation. The “Let’s Talk!” handbook was
created to support teachers in their ongoing observation of the development of C1 with their students.
LET’S TALK! A Handbook on Oral Interaction for Secondary
17
2. How do I plan to evaluate C1?
•
•
•
•
•
•
•
•
Choose a specific authentic context to observe students in action;
Explain the task to students;
Establish the purpose of the evaluation;
Inform students of your expectations (what you will be observing);
Choose the appropriate evaluation tool to collect traces;
Select the evaluation criteria from the program;
Explain the evaluation criteria to students;
Involve students in the reflection of their learning and progress.
3. What tools should I use to evaluate C1 and gather sufficient traces?
During the semester, in order to report back on the development of C1, you may use:
•
•
•
•
•
•
18
LEARNING AND EVALUATION SITUATIONS (a set of related tasks that students
must complete to reach a defined goal)
ANECDOTAL NOTES (informal notes on students learning, usually jotted down
following direct observation)
OBSERVATION GRIDS and CHECKLISTS
RUBRICS (grids that contain criteria to observe, a scoring scale and a
description of each level of the scale stating what students can do or the
characteristics of a final product)
PORTFOLIOS and CONFERENCING
SELF-, PEER- or TEACHER-EVALUATION TOOLS
At the end of a term, a year or a cycle, in order to report back on C1, you may use:
•
•
•
•
•
•
•
LEARNING AND EVALUATION SITUATIONS
EVALUATION SITUATIONS
ANECDOTAL NOTES
OBSERVATION GRIDS and CHECKLISTS
RUBRICS
PORTFOLIOS and CONFERENCING
SELF-, PEER- or TEACHER- EVALUATION TOOLS
At the end of a cycle (Cycle One) or the end of a year/cycle (Cycle Two), in order to
recognize the level of C1 development, you may use:
•
•
COMPETENCY SCALES (to confirm professional judgment)
EVALUATION SITUATIONS (to confirm professional judgment)
4. How much is C1 worth?
CORE PROGRAM
1st Cycle and Secondary III
CORE PROGRAM
Secondary IV and V
EESL
All levels
C1 (Interacts orally in
English)
40%
C1 (Interacts orally in
English)
34%
C1 (Interacts orally in
English)
34%
C2 (Reinvests understanding of texts)
30%
C2 (Reinvests understanding of texts)
33%
C2 (Reinvests understanding of texts)
33%
C3 (Writes and
produces texts)
30%
C3 (Writes and
produces texts)
33%
C3 (Writes and
produces texts)
33%
Source: MELS Conversion tables, October 2008.
For more information on evaluation, consult the MELS website at:
http://www.mels.gouv.qc.ca/DGFJ/de/index.htm
Evaluating C1 is not a mathematical equation,
nor is it an average of the marks gathered during a term.
C1 needs to be based on traces kept of observable behaviours.
LET’S TALK! A Handbook on Oral Interaction for Secondary
19
5. What about evaluating oral presentations?
Yes, but not for C1. To develop Interacts orally in English, students are meant to interact
together in small groups, not give oral presentations. However, presentations can be used for
C2 (reinvestment) or C3 (end product of the production process) or to evaluate CCC9 (Communicates appropriately).
6. How often should I have students interact orally?
C1 is at the heart of the program. It is essential that students develop this competency and
receive regular feedback in order to improve. Therefore, each lesson plan should include an
oral interaction activity and/or task. Remember it is not necessary to evaluate everyone at the
same time!
7. How often should I evaluate each studentʼs C1 during a term?
As often as possible! It is important for students to have ample opportunities to practise as well
as receive feedback. Another reason is that it is important to gather sufficient traces in order to
make a sound professional judgment as to the level of development each student has attained.
8. What are the evaluation criteria for C1 in the Core and EESL program?
The evaluation criteria represent the important aspects of the ESL competencies to be observed
in order to evaluate their development, both throughout and at the end of the cycle. They are
generic, and the teacher chooses one or more criteria to observe, according to the specific
characteristics of the Learning and Evaluation Situation.
20
COM PETENCY 1: INTERACTS ORALLY IN ENGLISH
EVALUATION CRITERIA
1ST CYCLE SECONDARY
2ND CYCLE SECONDARY
Core ESL
Enriched (EESL)
Core ESL
Enriched (EESL)
Participation in oral
interaction
Participation in oral
interaction
Participation in oral
interaction
Participation in oral
interaction
Pertinence of the
message
Pertinence of the
message
Content of the message
Content of the message
Articulation of the
message
Articulation of the
message
Articulation of the
message
Articulation of the
message
Use of communication
and learning strategies
Management of
communication and
learning strategies
Management of
strategies and resources
Management of
strategies and resources
Use of resources
Management of
resources
The student’s competency:
A = Above and beyond
B = Very Good
C = Acceptable
D = Below expectations
9. Should I always evaluate all the evaluation criteria in every task?
No. Yet, for the report card and/or at the end of the year or cycle, you should have traces for
each evaluation criterion in the ESL program.
10. What observable behaviours can I collect data on for each evaluation criterion for
C1?
Students demonstrate C1 through observable behaviours for each criterion of the program. The
following list is not exhaustive but includes elements that teachers may observe to report back
on C1. Feel free to adapt and add any other elements to this list. While observing C1,
remember your students may make errors of form (word order, choice of words, pronunciation
and intonation), but these mistakes should not impede comprehension of the message.
LET’S TALK! A Handbook on Oral Interaction for Secondary
21
Observable Behaviours for Each Evaluation Criterion
Evaluation Criterion: Participation in oral interaction (Cycles One and Two)
(Commitment to speaking English at all times, contribution to oral interaction, perseverance in oral
interaction)
PARTICIPATION IN ORAL INTERACTION (CYCLES ONE AND TWO)
22
✓
Speaks in English during classroom routines
✓
Speaks English in structured activities and/or spontaneous interactions
✓
Takes risks
✓
Initiates a discussion or conversation
✓
Participates actively
✓
Takes turns speaking in a team
✓
Looks at and listens to partner attentively
✓
Explains an instruction by reformulating
✓
Discusses a text and explores understanding
✓
Asks questions or clarifications when necessary
✓
Shares ideas and opinions about a specific topic
✓
Expresses a personal message or personal connection to a text
✓
Uses functional language
✓
Uses vocabulary related to the task
✓
Negotiates his/her understanding by asking questions
✓
Reacts to othersʼ opinions and what they say
✓
Adds comments to keep the conversation going
✓
Relates personal experiences
✓
Remains on topic
✓
Facilitates respectful interaction
✓
Maintains interaction
✓
Perseveres in the use of English
Evaluation Criterion: Pertinence of the message (Cycle One)
(Content, coherence of the message, elaboration of ideas)
PERTINENCE OF THE MESSAGE (CYCLE ONE)
✓
Transmits a message related to the task
✓
Stays on topic
✓
Expresses a simple or complex message that is on topic
✓
Explains and elaborates responses with examples
✓
Expresses relevant, coherent ideas
✓
Elaborates personal ideas and otherʼs responses
✓
Validates personal understanding
✓
Reacts appropriately to what others say
✓
Uses appropriate functional language such as social conventions,
telephone talk, fillers, apologies, connectors, warnings, etc.
✓
Uses vocabulary related to the task
✓
Readjusts comprehension when necessary
✓
Uses newly learned language in a new or different task
Evaluation Criterion: Content of the message (Cycle Two)
CONTENT OF THE MESSAGE (CYCLE TWO)
✓
Takes what others say into account
✓
Asks for clarification
✓
Rephrases and/or reformulates messages
✓
Validates personal understanding
✓
Builds on othersʼ ideas
✓
Formulates ideas in a logical manner
✓
Stays on topic
✓
Reacts appropriately to what others say
✓
Takes other viewpoints into account
✓
Readjusts comprehension when necessary
✓
Supports or refutes ideas and opinions
✓
Provides details in order to enrich the conversation
✓
Links ideas
LET’S TALK! A Handbook on Oral Interaction for Secondary
23
Evaluation Criterion: Articulation of the message (Cycles One and Two)
(Accuracy, fluency, pronunciation, intonation)
ARTICULATION OF THE MESSAGE (CYCLES ONE AND TWO)
24
✓
Uses functional language
✓
Uses fixed expressions and open-ended prompts
✓
Uses new elements and related vocabulary for the task
✓
Makes use of non-verbal clues
✓
Uses a varied language repertoire
✓
Experiments with vocabulary
✓
Experiments with pronunciation
✓
Experiments with sentence structure
✓
Experiments with verb tenses
✓
Pronounces words in an understandable way
✓
Corrects, when prompted, certain errors
✓
Uses language conventions required for the task
✓
Uses the proper tense and sentence structure required by the task
✓
Links ideas using words such as “and” and “because”
✓
Experiments with vocabulary to enhance a message
✓
Experiments with pronunciation
✓
Experiments with sentence structure
✓
Experiments with verb tenses
✓
Checks own understanding of messages by asking for clarification
✓
Asks teacher whether a word or a phrase is used correctly
✓
Takes feedback into account
Evaluation Criterion: Use of communication and learning strategies (Cycle One)
USE OF STRATEGIES (CYCLE ONE)
✓
Uses strategies modelled by the teacher
✓
Uses strategies with support to help understanding
✓
Uses strategies to explain idea further
✓
Uses a variety of strategies such as substituting words, gesturing, stalling for time, etc.
✓
Selects strategies autonomously
✓
Selects strategies necessary from available resources (e.g. models, posters, word banks,
etc.) or express messages
✓
Practises and reflects on newly acquired strategies
✓
Takes risks to ask questions, give information, express ideas, thoughts, feelings and point
of view
✓
Asks for help from their peers and if necessary, the teacher
Evaluation Criterion: Use of resources (Cycle One)
USE OF RESOURCES (CYCLE ONE)
✓
Uses resources selected by the teacher such as functional language or strategy posters
✓
Uses the dictionary and other available resources to express opinions
✓
Uses human resources such as peers and the teacher
✓
Appropriately selects and uses resources that are available in the classroom such as
word banks, checklists, models, etc.
✓
Practises and reflects on use of newly introduced resources
Evaluation Criteria: Management of strategies and resources (Cycle Two)
MANAGEMENT OF STRATEGIES AND RESOURCES (CYCLE TWO)
✓
Selects and uses strategies and resources autonomously
✓
Uses strategies and resources appropriately and consistently
✓
Reflects on use of strategies and resources
✓
Prepares appropriately for oral interaction
✓
Reflects on language repertoire
✓
Reflects on language use
✓
Maximizes his/her potential
✓
Reflects on previous learning
✓
Seeks and integrates feedback
✓
Uses feedback given to someone else
✓
Sets and adjusts goals
✓
Reflects on successes and challenges
✓
Seeks opportunities for continued language development
Source: Adapted from original documents by Randy Hamlyn and other MELS' documents.
LET’S TALK! A Handbook on Oral Interaction for Secondary
25
11. Why use a rubric to collect traces?
•
To focus on your expectations with regard to the evaluation criteria for the task
•
To rate student performance according to predetermined criteria
•
To assess students’ oral interaction
•
To record observations in order to give students meaningful feedback
How do I use a rubric?
•
Select which evaluation criteria from the PFEQ you will evaluate.
•
Break down the evaluation criteria into concrete expectations for the task at hand, e.g.
What will students have to do to show “participation in oral interaction”?
•
Create a legend that describes the possible levels of performance you expect.
•
Determine what this performance looks like at each level.
•
Inform students of the evaluation criteria selected and the specific expectations.
•
Predetermine which students to observe, if desired.
•
As you observe students, rate their oral interaction according to the evaluation criteria.
•
Use the comment section to write down strengths and weaknesses or stumbling blocks you
observed.
•
Provide feedback as soon as possible.
12. What are some examples of evaluation tools provided by the MELS?
•
In order to familiarize students with the evaluation criteria, the following rubrics can be
used to evaluate students throughout the year.
•
Your education advisor or school resource person can provide you with additional tools.
Notes
26
Birth Order
A
Participation in
oral interaction
Articulation of
the message
Actively participates in
the discussion by
expressing opinions and
giving examples
Message is
understandable.
Mistakes and hesitations
do not hinder
understanding.
Functional language is
used effectively.
Names
B
C
D
Participates in the
discussion by expressing
opinions. Sometimes
gives examples.
Participation is
minimal. Responds to
questions when
prompted. Sometimes
expresses an opinion.
No contribution to the
discussion is English.
Overall message is
understandable. Mistakes
can sometimes hinder
comprehension.
Functional language is
incorporated in speech.
Message requires
interpretation. Mistakes
and/or hesitations
sometimes hinder
comprehension.
Task 6
P1
A2
Julie Comtois
B
B
Peter Ng
B
C
Ian Turcotte
Task 7
P1
A2
Task 8
P1
A2
A
B
Message is mostly
given in first
language.
Comments
No.2 didn’t give examples
No. 8 much better
Very involved, told him to slow down and
check vocabulary resources
C
C
Need prompting
Needs help to complete sentences.
1 Participation
2
in oral interaction
Articulation of the message
Source: MELS Document d’information, Deuxième année du premier cycle du secondaire, (2e secondaire),
Programme de base, 2008.
LET’S TALK! A Handbook on Oral Interaction for Secondary
27
June 2009
Live and Learn
Competency 1 Rubric, Interacts orally in English
Secondary IV Core ESL (Student Version)
A
B
C
Participation
in oral
interaction
Participates actively
and spontaneously
throughout the
interaction.
AND
Facilitates the
interaction, as
needed, to maintain it
(e.g. prompts peers,
helps with words).
Participates actively and
spontaneously
throughout the
interaction.
Interacts and
perseveres, despite
minor difficulties.
Content of
the message
Explores less obvious
aspects of the topic
(e.g. risks involved,
possible
consequences, ethical
aspects).
Explores issues/ideas to
better understand the
topic (e.g. negotiates
meaning, goes into
detail, asks questions).
Discusses issues/ideas
related to the topic.
AND
Explains/supports ideas.
Articulation
of the
message:
fluency
Articulation
of the
message:
accuracy
Speaks with ease and
confidence.
Messages are
accurate and easily
understood.
Speaks with a certain
degree of confidence
(i.e. hesitations do not
interfere with
interaction).
Messages are easily
understood, despite
some errors.
D
Occasionally expresses
ideas or responds to
others (i.e. no sustained
interaction, mostly isolated
statements).
OR
Contributes to discussion
mostly when prompted.
Expresses generic ideas
(e.g. I think it’s good; It’s
true; I agree).
OR
Keeps repeating the same
few ideas or repeats what
others say.
E
Says a few isolated
words.
OR
Interacts nonverbally
only.
OR
Interacts, but
communicates very
brief messages.
Expresses irrelevant
Ideas or none at all.
OR
Interacts nonverbally
only.
Speaks with some
fluency, but hesitations
sometimes interfere with
interaction.
Speaks with a certain
degree of difficulty, i.e.
frequent hesitations
interfere with interaction
(e.g. begins sentences but
does not independently
complete them).
OR
Speaks with some fluency,
but says only one or two
sentences during the
entire discussion.
Does not express
messages.
OR
Interacts nonverbally
only.
Messages are
understood with some
interpretation or with
clarification (i.e. contain
errors that may interfere
with comprehension).
Messages are understood
with a lot of interpretation.
OR
Parts of messages are not
understood.
OR
Messages are easily
understood, but they are
very short/consist of a few
words.
Does not express
comprehensible
messages.
OR
Interacts nonverbally
only.
Source: From the Evaluation Situation “Live and Learn,” Cycle Two, Year Two (Secondary IV), 2009.
28
Competency 1 Rubric, End of Secondary, Cycle One, Core Program
Student
_____
Student Student Student
______ ______ _____
Participation in oral interaction
Interacts actively and spontaneously (i.e. initiates, reacts, maintains)
AND
facilitates interaction (e.g. prompt peers, helps with words) to maintain
it, as needed
Interacts actively and perseveres despite some difficulties
Contributes to discussions mostly when prompted
Interjects or responds occasionally (i.e. no sustained interaction, more
isolated statements)
Says only one or two sentences during the entire discussion
OR
says a few isolated words or interacts non-verbally
5
4
3
2
1
Pertinence of the message
Discusses ideas to explore and better understand the topics/issues
addressed
Expresses ideas related to the topic and explains/supports ideas
Expresses ideas related to the topic
Expresses general ideas (e.g. I think it’s good; Me too)
OR
repeats the same ideas (using the same or different words) or what
others say
Does not express ideas
5
4
3
2
1
Articulation of the message
5 Speaks fluently (i.e. with ease)
Speaks somewhat fluently (i.e. pauses and hesitations do not hinder
4 interaction)
Fluency
Speaks with some difficulty (i.e. pauses and hesitations sometimes
3 hinder interaction)
2
1
Speaks with difficulty (i.e. long or frequent pauses and hesitations
break down interaction)
OR
tries to express ideas but is not successful (e.g. begins sentences but
does not independently complete them)
Does not express messages or interacts non-verbally only
Accuracy
5 Messages are easily understood and contain very few errors
4 Messages are understood with little interpretation despite errors
Messages are understood with interpretation (i.e. contain errors that
3 may hinder comprehension) or with clarification (e.g. must rephrase,
repeat)
2 Parts of messages are not understood
1 Does not express messages or interacts non-verbally only
Source: MELS Document d’information, Deuxième année du premier cycle du secondaire, (2e secondaire), Programme de
base, 2008.
LET’S TALK! A Handbook on Oral Interaction for Secondary
29
Anecdotal Record Using a Seating Plan
This tool is intended to regulate learning in an LES.
WHY USE THIS TOOL:
To record a series of observations, which will allow you to:
• assess students’ oral interaction
• provide students with meaningful feedback
• support your judgment with regard to student progress
• plan future tasks in order to meet the needs of your students
HOW TO USE THIS TYPE OF TOOL:
•
Indicate the task and select which evaluation criteria from the PFEQ you will evaluate. You
may want to predetermine which students to observe.
•
Write a brief description of your observations, trying not to make judgments at this time.
For example, write “not on task” instead of “not motivated.”
•
Provide feedback as soon as possible.
•
Use a different coloured pen for each task. This way you can use the same sheet for all
three oral interaction tasks.
Source : MELS Document d’information, Deuxième année du deuxième cycle du secondaire (4e secondaire),
2009.
30
Anecdotal Record
Use the following observation chart (seating plan) to note your studentsʼ observable behaviours and
collect traces. Reproduce sufficient copies for the number of students in your class.
Name:
Name: Name: Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
LET’S TALK! A Handbook on Oral Interaction for Secondary
31
Creating a positive classroom climate is crucial in order for students to be willing to take risks and
express themselves in English. Here are some suggestions:
• Welcome students in English right from the start!
• Take time to introduce yourself and your expectations.
• Define your role and the studentsʼ role.
• Give your instructions in English.
• Discuss why only English will be used in English class
• Give out awards and certificates for oral participation, highlight a student of the month,
student strengths and special interests in the ESL classroom, etc.
• Establish a few simple class rules specific to developing oral interaction. You may want to
determine the rules with your students. Some examples are:
Class Rules
32
o
Use only English!
o
Don’t laugh at others’ mistakes.
Be respectful.
o
Ask others for help and
clarification.
o
Help others and offer constructive
feedback.
o
Use strategies and resources.
o
Encourage and praise others.
Be positive!
o
If at first you don’t succeed,
try, try again!
Other Suggestions
• Encourage students to take risks. Remember mistakes are a natural part of the
learning process. Whatʼs important is that they try!
• Have a discussion about trust and offer ideas to encourage a positive classroom
climate. Perhaps initiate a brainstorm session to describe the ideal ESL
classroom!
• Use a variety of authentic material and texts.
• Give students choice and a voice whenever possible.
• Start with easy, casual activities (familiar topics).
• Give weak or shy students time to observe. For example, accept very short
responses in the beginning. Give students time to warm up and build their
confidence. Do not elicit too much information from them at the start.
• Allow students to progress at their own pace.
• Do not overcorrect mistakes at the beginning.
• Do not evaluate at the beginning.
• If possible, meet weaker students on an individual basis. Show them that you will
give them the help they need. This helps to establish trust.
• Donʼt forget to model the activities. Students are naturally curious about their
teachers. Use this to your advantage. Remember that you are a part of the group,
too!
• Show genuine interest and concern for your students. It makes all the difference!
• Donʼt let students hesitate too long when looking for words. Help them along.
• Have a positive attitude. Your energy is contagious!
• Try to avoid topics that can be unpleasant or too personal for some students.
• Go with the flow! If your 15-minute
activity lasts 35 minutes, thatʼs great!
Your reading exercise can probably
wait until next time.
• Donʼt underestimate the power you
have to make students feel
comfortable.
• Remember to have fun with your
students and enjoy developing oral
interaction in action!
• Discuss why thereʼll be only English
used in English class.
LET’S TALK! A Handbook on Oral Interaction for Secondary
33
List of the Activities and Games
A. Cooperative Ways to Structure Oral Interaction
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Brainstorming ……………………………….………
The Clock……………………………….…………...
Semantic Mapping ………………………………….
K-W-L Chart………………………………………...
Discussion Cube……………………………………..
Think-Pair-Share ……………………………………
Dice Game …………………………………………..
Four Corners…………………………………………
Double Interviews……………………………………
Response Chips………………………………………
Inside/Outside Circles………………………………..
p. 35
p. 35
p. 35
p. 35
p. 36
p. 36
p. 36
p. 36
p. 36
p. 36
p. 36
B. Activities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Find Something in Common…………………………
Find Someone Who… ………………………………
The Desert Island…………………………………….
A Brave New World…………………………………
Survey Project ………………………………………
Story Circle………………………………………….
Rainbow Colours…………………………………….
12 Questions…………………………………………
Conversation Topics………………..………………..
Discussion Topics……………………………………
Debates……………………………………………....
Teenage Time Capsule………………………………
Problem-Solving Activities……………………..……
How Do You…? ……………….………………..…..
Logical Deduction Activities………………………...
Role Plays…………………………………………….
What Happened?……………………………………..
p. 37
p. 37
p. 37
p. 37
p. 38
p. 38
p. 38
p. 39
p. 39
p. 39
p. 39
p. 39
p. 39
p. 39
p. 40
p. 40
p. 40
C. Games
1.
2.
3.
4.
5.
34
Personality Bingo…………………………………….
20 Questions …………………………………………
Name It!.......................................................................
Who Are You?.............................................................
What’s The Connection?..............................................
p. 41
p. 41
p. 41
p. 41
p. 41
A. COOPERATIVE WAYS TO STRUCTURE ORAL INTERACTION
1. Brainstorming
It can be done in pairs, in teams or collectively. The goal is to generate as many ideas as possible in
a short period of time. Each idea is considered without criticism. This is a great warm-up for
discussions or debates!
Brainstorming allows students to:
 Have an oral voice;
 Take risks since there are no wrong answers;
 Interact orally for 5–15 minutes;
 Activate prior knowledge.
To help students with brainstorming:
 Build a language repertoire poster with students to teach new
vocabulary words specific to a topic.
 Write all answers on the board.
 Use a graphic organizer to help students take note of the new
words.
(REPRODUCIBLE 1, p. 44)
2. The Clock
The clock is a structure to help students interact orally to find a partner and make a conversation
appointment.
(REPRODUCIBLE 2, p. 45)
3. Semantic Mapping
Semantic mapping allows students to:
 Link words and ideas;
 Think creatively;
 Increase their vocabulary.
 Build a rich language repertoire.
The following graphic organizers are provided in Appendix A.
− Semantic map
− Venn diagram
− Five senses chart
(REPRODUCIBLES 3–5, pp. 46–48)
4. K-W-L Chart
Students activate prior knowledge and brainstorm for questions they have on a specific topic. This
is a way to determine what information they know (K) and what they want to know (W) so that they
can determine where to get the information. After the task has been completed, students reflect on
what they have learned (L).
(REPRODUCIBLE 6, p. 49)
LET’S TALK! A Handbook on Oral Interaction for Secondary
35
5. Discussion Cube
Students write a question on each side of a cube. The cube is assembled and rolled to start a
discussion. The student who rolls the cube begins the discussion. The other students can answer the
question as well, and ask related questions to keep the discussion going. Topics can be based on
writing a biography, describing a place, discussing a character in a story, talking about animals, etc.
Variation: Ask students to glue pictures or draw on each side of the cube.
(REPRODUCIBLE 7, pp. 50–51)
6. Think-Pair-Share
The teacher asks students a question and students answer individually. Then students pair up to
discuss and compare their answers. If they are taking notes, they can add new information to their
sheet. The pair discussions are shared with the whole class.
(REPRODUCIBLE 8, p. 52)
7. Dice Game
In pairs or in teams, students roll a dice and answer six possible questions. These questions can be related to a specific theme or topic. Provide a time limit for students to discuss the questions. Each group member should participate and exchange information more than once. (REPRODUCIBLE 9, p. 53)
8. Four Corners
Each student writes his/her name in the centre and fills in the four corners of the sheet individually. Then in pairs/teams, students exchange the information with each other. They must listen to each other to identify similarities and differences. (REPRODUCIBLE 10, p. 54)
9. Double Interviews
Students invent a series of questions. In pairs, they ask their questions, take notes on the answers and compare their responses. At the end, each student shares the information with another student or with the whole class. (REPRODUCIBLE 11, p. 55)
10. Response Chips
This strategy helps students take turns expressing themselves during a discussion. The idea is that everybody gets a turn so that participation is equal. Each student receives five bingo chips or coloured cards. During the discussion, every time a student participates he/she places a chip in the centre of the table. The discussion ends when each student has used all of his/her chips. (REPRODUCIBLE 12, p. 56)
11. Inside/Outside Circles
Students form two circles one inside the other. They stand or sit facing each other so that each person has a partner. They talk with their partner until time is called. Then those in the outer circle move clockwise so that everyone has a new partner to discuss with. Several rotations can be done. Each time the subject can change or be the same. This structure is a good way to give students the chance to speak with several different people in an organized manner. (NO REPRODUCIBLE )
36
B. ACTIVITIES
1. Find Something in Common
This activity creates a light atmosphere and gets students moving and interacting orally with each
other. Students go around the classroom and find one thing they have in common with each of the
students in the class. To make it more challenging, you may ask them to find something different
for each student. When their sheet is full, students sit down.
(REPRODUCIBLE 13, p. 57)
2. Find Someone Who…
This activity creates a relaxed atmosphere and helps students find out
more information about each other. Students are each given a sheet and
circulate around the classroom to find someone who can answer “yes” to
the questions on the sheet. The student who replies “yes” must sign the
sheet. If the answer is “no,” the student keeps questioning until all
questions have been answered. When their sheet is full, students sit
down.
Note: Before students begin circulating, go over the sheet and have them sign their name next to
one question.
Remind students that a classmate’s name should appear only once on their sheets. At the end, go
over the answers with the entire class. It may be necessary to go over question formation with
students in order to enable them to complete this task.
For example: On the sheet: “____ has one brother and one sister.”
Student A: Do you have one brother and one sister?
Student B: Yes, I do.
Examples of two versions are supplied: a simplified version with questions and a regular version
without questions.
(REPRODUCIBLE 14a–b, pp. 58–59)
3. The Desert Island
Students are placed in teams of three or four and as a team are asked to come to a group consensus.
They can be asked to present their findings to the rest of the class.
(REPRODUCIBLE 15, p. 60)
4. A Brave New World
Students are placed in teams of three or four and as a team are asked to come to a group consensus.
They can be asked to present their findings to the rest of the class.
(REPRODUCIBLE 16, p. 61)
LET’S TALK! A Handbook on Oral Interaction for Secondary
37
5. Survey Project
Students interview their classmates to discover more about their habits and attitudes. Possible topics
include: TV-viewing habits, smoking, music, shopping, computers, food, etc.
(REPRODUCIBLE 17, p. 62)
6. Story Circle
Students are provided with (or create their own) sentence starters on a series of index cards. Each
card contains one word. The cards are turned upside down. Students pick one card at a time and
incorporate the prompt in a story. So Student A picks a card and then starts a story with the first
prompt. Next Student B takes a card and continues the story by incorporating the prompt. Students
C and D continue in the same way.
Variations:
 The whole class is given a list of 10 words. Students are divided into teams of three or four.
They create a story incorporating all the words. The story is read, told or acted out in front of
the class.
 The class is presented with a bag of objects. In small groups, students create a story based on
one/some/all the objects.
 Students can be asked to bring in (or they are provided with) pictures from magazines. They
create a story based on the pictures.
For a photo of a person:
− Physical description: name, age, build, height, hair colour, eye colour, clothing, etc.
− Personal characteristics: personality, profession, hobbies, interests, special
characteristics, personality, anecdotes…
− Imagine a day in the life of this person…
− What happened before the picture was taken?
− What will happen next?
For a photo of a situation:
− What happened before the picture was taken?
− What will happen next?
− What does the picture make you think of?
− Where was the photo taken?
− Why did this happen?
(REPRODUCIBLES 18–20, pp. 63–66)
7. Rainbow Colours
Each student is provided with a copy of the handout. In teams, students read and discuss the
questions.
(REPRODUCIBLE 21, p. 67)
38
8. Twelve Questions
Each student is provided with a copy of the handout. In teams, students read and discuss the
questions.
(REPRODUCIBLE 22, p. 68)
9. Conversation Topics
Here is a list of conversation topics for students to talk about from the very beginning of the year
and in order to set the tone. The message is that speaking is an essential part of the ESL classroom!
As conversation topics become a regular part of the classroom routine, even the most reluctant
speakers will get involved because at some point, one of the topics is bound to pique their interest.
This is also a good way to get feedback from students. (What worked? What was fun? What was
difficult?)
(REPRODUCIBLE 23a–e, pp. 69–73)
10. Discussion Topics
Discussions are different from conversations in that they are more focused. Here students have to
listen and speak to form an opinion, to agree or disagree with each other, to get information, to
criticize ideas (not people!). It goes beyond telling a story or giving facts.
(REPRODUCIBLES 24–30, pp. 74–83)
11. Debates
How to organize a classroom debate, as well as subjects to debate. Write a debate question on the
board and several prompts to start a discussion. The prompts should be varied and based both on
facts and opinions in order to get students to react. Students respond to the prompts and/or to other
students’ opinions.
(REPRODUCIBLES 31–41, pp. 84–97)
12. Teenage Time Capsule
What would you want future generations of teenagers to know about your generation 25 years from
now? Give examples of what was happening during your time. Think of the following: important
news, politics, fashion/style, music, artists, movies/TV shows, historical events, people/popular figures, attitudes, trends, jobs/careers, gadgets/objects… (REPRODUCIBLE 42, p. 98)
13. Problem-Solving Activities
Students are presented with a series of situations and must answer the question: “What would you
do?”
(REPRODUCIBLE 43, p. 99)
14. How Do You…?
Students work together in pairs or in teams and come to a consensus in order to determine the best
way to complete a series of activities. Each task should be described in a step-by-step procedure.
(REPRODUCIBLE 44, p. 100)
LET’S TALK! A Handbook on Oral Interaction for Secondary
39
15. Logical Deduction Activities
Students must propose a logical explanation for a number of situations.
(REPRODUCIBLE 45, p. 101)
16. Role Plays
Have students role-play given scenarios in class. Be sure to brainstorm vocabulary and functional
language and write them on the board as a reference.
(REPRODUCIBLE 46, p. 102)
17. What Happened?
This is an activity that can be easily done at the end of a period when you have a few minutes left. It
is a variation of “20 Questions.” Essentially, you make a statement (authentic, if possible!),
describing a consequence or event. Students try to find out what events led up to this by asking
YES/NO questions. For example: You say, “I was at the hospital last night.” Students need to find
out the details: your son broke his arm playing hockey and you had to take him to the hospital.
After you’ve modelled the activity, you can have a student make an authentic statement and be the
“leader.”
Some ideas:
• I won’t be in school tomorrow.
• I got home late last night.
• I didn’t have time to mark your exams.
• We have to buy a new car.
• I wasn’t home last weekend.
• I spent $1,000 last Friday (car repairs...).
• I lost my keys.
• I made 50 cupcakes last night.
(NO REPRODUCIBLE)
Any of these activities may:
40

Be integrated into a Learning and Evaluation Situation;

Be connected to a project on a specific theme;

Be implemented into a lesson plan;

Complement a classroom routine (as a warm-up or wrap-up);

Act as an extension to a unit in a student textbook;

Used as a break from the regular lesson plan to provide
additional opportunity to use English in the ESL classroom;

Adapted and/or altered according to the level of your students;

Personalized to take studentsʼ interests into account.
C. GAMES
1. Personality Bingo
After answering the questions themselves, students circulate and ask classmates the questions on the Bingo card. If a student answers “yes,” his/her name is written on the card. If the answer is “no,” the student continues asking until he/she has found someone who answers “yes.” The game continues until someone calls out, “Bingo!” (REPRODUCIBLE 47, p. 104)
2. 20 Questions
Each student chooses a famous person. For example, a celebrity, famous monument, cartoon character, etc. In turn, each student asks a YES/NO question to discover the mystery word. To get started, go over question formation and model the activity by providing a class example for students to guess. You may provide suggestions for the class. Variation: Use places, things, objects, movies titles, etc. This can be great for reviewing vocabulary you have seen in class. It can be done as a class or in groups according to students’ level. Provide functional language like how to ask questions, i.e. “Is it a food?” “Is it big?” etc. The “knower” gives a hint (i.e. a food, colour, job, place, animal, etc.); the “guessers” ask YES/NO questions to try to discover the word. Limit the number of questions that can be asked, i.e. 20. (REPRODUCIBLE 48a–b, p. 105–106)
3. Name It!
Photocopy and cut into cards, one set per team. Student A picks a card and reads the category to the others. Then one at a time, he/she describes each item on the list. Players must guess all 10 words that are identified beneath the category. Each team has three minutes to guess all 10 words. (REPRODUCIBLE 49a–c, pp. 107–109)
4. Who Are You?
The goal is for students to get to know each other and to talk about themselves. Photocopy and cut into cards, one set per team. Students pick cards from the pile and share their answers with the rest of the team. One student reads the question and answers it. Then everyone must share their answer. Variations: Ask students to bring three items that represent their personality to class. What do these objects say about you? Why do these objects describe you best? Each week four or five students bring an object to class. The object has special meaning to them or represents their personality. They may describe the object and explain why it is important to them. The rest of the group listens and asks questions. (REPRODUCIBLES 50a–c, pp. 110–112)
5. What’s the Connection?
Photocopy and cut into cards, one set per team. Student A picks a card and reads the words to the others. Students try to find the connection between the objects. (REPRODUCIBLE 51, p. 113)
LET’S TALK! A Handbook on Oral Interaction for Secondary
41
42
Appendix A
Reproducible Documents
LET’S TALK! A Handbook on Oral Interaction for Secondary
43
Name: _________________________
Date:
Group: _______
_______________
Brainstorming
My Ideas…
Subject
44
REPRODUCIBLE 1
Name: _________________________
Date:
Group: _______
_______________
REPRODUCIBLE 2 The Clock
Use the clock as a way to take conversation appointments with a partner. First, decide on a time to meet.
Then, write your partner’s name at that time. Your partner writes your name on his/her clock.
Source: http://www.eduplace.com/graphicorganizer
LET’S TALK! A Handbook on Oral Interaction for Secondary
45
Name: _________________________
Date:
Group: _______
_______________
Semantic Map
46
REPRODUCIBLE 3
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 4
_______________
Venn Diagram
Write details that tell how the subjects are different in the outer circles. Write details that tell how the
subjects are alike where the circles overlap.
LET’S TALK! A Handbook on Oral Interaction for Secondary
47
Name: _________________________
Date:
_______________
Five Senses Chart
List details for each sense in its column.
TOPIC:
48
Group: _______
REPRODUCIBLE 5
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 6
_______________
K–W–L Chart
Subject: ____________________________________________
WHAT I KNOW
WHAT I WANT TO LEARN ABOUT THE TOPIC
K
W
WHAT I LEARNED
L
LET’S TALK! A Handbook on Oral Interaction for Secondary
49
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 7a
_______________
Discussion Cube
Name 5 articles of clothing
for the winter.
Describe a winter sport.
I like winter
because…
I dislike winter
because…
Name 10 words
associated with winter.
50
What are five fun
winter activities?
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 7b
_______________
Discussion Cube
LET’S TALK! A Handbook on Oral Interaction for Secondary
51
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 8 _______________
Think–Pair–Share
MY IDEAS
MY PARTNER’S/TEAM’S IDEAS
IDEAS FROM THE REST OF THE CLASS
52
REPRODUCIBLE 9
Dice Game
Roll the dice or pick a number between one and six. In your team, discuss the corresponding question.
Be sure to listen to your partner and ask questions to keep the discussion going.
1.
Your favourite hobby
2.
Your favourite food
3.
Your favourite TV show
4.
Your favourite artist/musician/band/song
5.
Your favourite holiday
6.
Your favourite website
Dice Game
Roll the dice or pick a number between one and six. In your team, discuss the corresponding question.
Be sure to listen to your partner and ask questions to keep the discussion going.
1.
Your favourite hobby
2.
Your favourite food
3.
Your favourite TV show
4.
Your favourite artist/musician/band/song
5.
Your favourite holiday
6.
Your favourite website
LET’S TALK! A Handbook on Oral Interaction for Secondary
53
REPRODUCIBLE 10
Four Corners
A person I admire
I love…
My name
My two best qualities
A happy memory
My favourite place
A person I admire
I love…
My name
My two best qualities
A happy memory
54
My favourite place
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 11
_______________
Double Interviews
1.
What’s your name?
2.
Where do you live?
3.
How old are you?
4.
How many brothers and sisters do you have? What are their names?
5.
What are your hobbies/pastimes?
6.
What is your most prized possession?
7.
What is your favourite school subject?
8.
Which place would you like to visit? Why?
9.
Which holiday is your favourite? Why?
10. What job would you like to have when you are older? Explain.
11. What is your favourite sport?
12. What is your best quality?
13. What is your worst fault?
14. Who is your favourite group or singer?
15. Which foods do you like?
16. Which foods do you dislike?
17. Who is your best friend? Describe this person.
18. How do you imagine yourself ten years from now?
19. The best day of my life
20. A typical day in my life
21. Something I dislike
22. Something I like
23. I am good at…
24. I want to learn…
25. I want to meet…
LET’S TALK! A Handbook on Oral Interaction for Secondary
55
REPRODUCIBLE 12
Response Chips
56
Let’s talk! Let’s talk! It’s my turn to participate.
It’s my turn to participate.
I have something to say. . .
I have something to say…
Let’s talk!
Let’s talk!
It’s my turn to participate.
It’s my turn to participate.
I have something to say…
I have something to say…
Let’s talk!
Let’s talk!
It’s my turn to participate.
It’s my turn to participate.
I have something to say…
I have something to say…
Let’s talk!
Let’s talk!
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 13 _______________
Find Something in Common
NAME
IN COMMON
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
LET’S TALK! A Handbook on Oral Interaction for Secondary
57
Name: _________________________
Date:
Group: _______
_______________
Find Someone Who…
FIND SOMEONE WHO…
1. Do you have a cat or dog?
2. Are you a jazz music fan?
3. Do you take the bus to
school?
4. Do you like fast food?
5. Do you have a brother?
6. Do you have a cell phone?
7. Do you play soccer?
8. Do you play an
instrument?
9. Do you read books in
English?
10. Do you chat in English
online?
11. Do you drink lots of milk?
12. Do you like sushi?
13. Are you afraid of the dark?
14. Are you funny?
15. Is your birthday in August?
58
CLASSMATEʼS SIGNATURE
REPRODUCIBLE 14a
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 14b _______________
Find Someone Who…
FIND SOMEONE WHO…
CLASSMATEʼS SIGNATURE
1. has one brother and one
sister.
2. speaks at least three
languages.
3. has a pet.
4. plays an instrument.
5. is older than you.
6. is wearing black socks.
7. walks to school.
8. has a cell phone.
9. likes to dance.
10. hates fast food.
11. drinks lots of milk.
12. is an only child.
13. loves the summer.
14. is afraid of spiders.
15. watches lots of action
movies.
LET’S TALK! A Handbook on Oral Interaction for Secondary
59
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 15
_______________
The Desert Island
Instructions:
Read the situation below. Then try to solve the problem with your group, using the list of items provided. Write your
final list on a separate sheet of paper. Everyone in your group must agree on the solution.
Situation
You are on a sinking ship with a group of friends. Rubber lifeboats
are available, but the boats can only hold a limited number of people
and supplies. You see a desert island in the distance. If your boat
makes it to the island, you will need certain supplies to help you
survive.
Problem
You can only take 18 items with you in your boat, three from each of the six
groups below. Look at the lists of items and with your group, decide which items
you will take and which ones you will leave behind. Everyone in your group must
agree on the same items.
GROUP 1
•
•
•
•
•
•
•
Large flares
Matches
Flashlights
Oil lamps
Oil
Batteries
Can opener GROUP 2
•
•
•
•
•
•
•
GROUP 4
•
•
•
•
•
•
•
60
Salt
Flour
Sugar
Powdered milk
Water purification
tablets
Bread
Yeast Pillows
Sleeping bags
Tent
Blankets
Sheets
Coats and jackets
Extra clothes
GROUP 3
•
•
•
•
•
•
•
GROUP 5
•
•
•
•
•
•
•
Bows and arrows
Knives
Fishing poles
Small chairs
Dishes
Ropes
First-aid kit
Fresh water
Soda
Coffee
Canned juices
Canned milk
Tea
Soft drinks
GROUP 6
•
•
•
•
•
•
•
Frozen meat
Dried fruits
Canned vegetables
Fresh fruit
Dried soup
Canned beans
Nuts
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 16
_______________
A Brave New World…
A nuclear war has destroyed the earth and only ten people have survived. One spaceship exists that can
fly survivors to a new planet where a new world will be started; however the spaceship only has room
for five people. Decide individually which five people would be the most beneficial to the brave new
world. Who should be rescued? Whose life is more valuable? Justify the reasons for your choices.
SURVIVORS: 1.
Philip, 45 years old.
Philip is a doctor who specializes in Obstetrics. He was born and raised in Italy but moved
here 20 years ago and has been working ever since.
2. Vicky, 34 years old.
Vicky is a teacher who specializes in teaching languages such as English, French, Greek,
Italian, and Japanese.
3. Teresa, 30 years old.
Teresa graduated from Harvard with a degree in Aeronautical Engineering, specializing in
space flight. She is the carrier of a hereditary disease that causes blindness. This disease has a
50% chance of being passed on to any children she might have.
4. Derek, 50 years old.
Derek is journalist for a major newspaper and has documented the greatest news stories in the
past three years.
5. Judith, 26 years old.
Judith is a policewoman and a member of the Montreal police force for two years. She has
been trained to deal with many stressful and dangerous situations.
6. Nadine, 35 years old.
Nadine is a nurse who has worked in the emergency room of a busy Montreal hospital for
several years. She has seen and treated hundreds of sick and injured patients.
7. Steve, 25 years old.
Steve is a famous TV personality who hosts a survival show. He has knowledge about
survival techniques including finding food and clean water, temporary shelters and
orienteering.
8. Anita, 81 years old.
Anita is a vegetable farmer in Quebec. She inherited a plot of land and over the past 50 years
has turned it into a prosperous and fertile farm. She has gained extensive knowledge about
farming techniques in difficult areas.
9. Simon, 60 years old.
Simon is a Supreme Court judge from Toronto. Twenty years ago he was named one of
Canada’s most important figures and has great experience with new laws and the constitution
of Human Rights. He specialized in business law.
10. Martin, 40 years old.
Martin worked as a body builder in his 20s but then switched to work in the construction
business. He has the strength and ability to construct small buildings and design landscapes
for shopping centres.
LET’S TALK! A Handbook on Oral Interaction for Secondary
61
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 17
_______________
Survey Project
Instructions:
For this project, you and your partners will find out about your classmates’ attitudes and habits. Follow the seven
simple steps listed below.
STEP 1
In a group of three or four, choose a subject that you would like to know more about. For
example, you may want to learn more about your classmates’ attitudes and habits about
smoking.
STEP 2
Write 15–20 questions about your subject. You will ask your classmates these questions
in order to learn their opinions.
SAMPLE QUESTIONS
1.
2.
3.
4.
5.
Do you smoke?
How many cigarettes do you smoke a day?
What brand of cigarettes do you smoke?
Why do you smoke?
When did you first start to smoke?
6. Why is it so difficult to stop smoking?
STEP 3
Verify your questions with your team and then with your teacher.
STEP 4
Ask your questions to the other students in the class. Be
sure to take notes so that you remember exactly what
was said.
STEP 5
Meet back with your partners and discuss the answers
you received. Combine your information and compile
the results.
STEP 6
Make a graph or chart to illustrate the responses you received.
STEP 7
Now that you have compiled the results, write a text about your classmates’ attitudes
and habits.
62
REPRODUCIBLE 18a
Story Circle
I was so happy
because…
He said…
She heard a
scary sound…
It was a big,
black limousine...
Wow!
This is incredible…
I just could not believe
my eyes…
It was a
real miracle…
It was a strange day…
LET’S TALK! A Handbook on Oral Interaction for Secondary
63
REPRODUCIBLE 18b Story Circle
64
A tiny, adorable puppy…
I did not know
what to do…
Where was I?
The lady said…
He put the money
in his pocket…
I could smell
fresh bread baking…
No one answered
the telephone…
He looked just like
my best friend…
REPRODUCIBLE 19
Story Circle: Pictures
LET’S TALK! A Handbook on Oral Interaction for Secondary
65
REPRODUCIBLE 2O Story Circle: Tell Me a Story!
66
This morning I got up
at 7:00 a.m. and
I heard a noise…
Then I got dressed…
I chose to wear…
During lunch, I…
I arrived at school late…
The teacher…
After school, I…
I rushed out of the house
to catch the bus at 8:15…
On the bus, I noticed…
By 9:00 p.m.
I was sound asleep again.
This time I was
dreaming about…
During English class,
I placed my head on the table
for a second.
All of a sudden, I heard…
When I realized I had
overslept, I…
On the bus, I…
I hope that I never…
I will always remember
the bus driverʼs reaction…
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 21
_______________
Rainbow Colours
A rainbow spans a continuous spectrum of colours. The sequence of colours is: red, orange, yellow,
green, blue, indigo, and violet.
✷ RED IS TYPICALLY IS THE COLOUR USED TO REPRESENT ANGER OR FRUSTRATION.
- What things do you dislike?
- What is something that really bothers or angers you?
✷ ORANGE IS A JOYFUL COLOUR.
- What motivates you?
- What hobbies or sports do you enjoy?
✷ YELLOW IS A COLOUR THAT INSPIRES.
- What was the best idea you ever had?
- Are you a creative person? How do you express your creativity?
✷ GREEN IS THE COLOUR ASSOCIATED WITH NATURE AND THE ENVIRONMENT.
- Which place is the most beautiful place you have seen?
- How do you take care of your environment? What can people do to respect and protect the
environment?
✷ BLUE IS THE COLOUR OF THE SKY. The expression “the sky's the limit” means that anything
is possible. Blue is also a colour that has a relaxing effect.
- What is one of your achievements? What would you like to do in the future?
- Where do you feel most comfortable? Where do you like to relax?
✷ INDIGO IS AN UNUSUAL OR DIFFERENT COLOR.
- What is the most courageous thing you have ever done?
- What makes you unique?
✷ VIOLET IS THE COLOR OF ROYALTY. - If you were ruler of the universe for a day, what is the first thing you would do?
- What are the advantages and disadvantages of being a king or a queen?
LET’S TALK! A Handbook on Oral Interaction for Secondary
67
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 22
_______________
12 Questions
1.
What’s the ideal dream job for you?
2. What is one goal you’d like to accomplish during your lifetime?
3. Are you a morning or night person? Explain.
4. What are your pet peeves?
5. What’s the weirdest thing you’ve ever eaten?
6. What is a unique or quirky habit of yours?
7. If you had to describe yourself using three words, it would be…
8. What thought or message would you want to put in a fortune cookie?
9. You’ve been given access to a time machine. When would you travel and
where would you go?
10. The happiest/saddest movie I’ve ever seen is... Explain.
11. In your opinion, which animal is the best (or most beautiful) and why?
12. “Patience is a virtue.” Do you agree or disagree with this statement?
68
REPRODUCIBLE 23a Conversation Topics
1. Mystery Bag
• Choose three items that represent who you are.
• Place the object or a photo of the object in a bag.
• Ask your teammate to predict what they think the objects will be and explain why,
• Think about why these objects represent you so well.
• Reveal the objects and explain your choices to your teammates.
• Answer questions.
Variation: Place an item in the bag and have other students guess what the object is. They must ask
YES/NO questions. Review question formation and model the activity for students with your own
example. Brainstorm keywords and expressions on the board.
2. What’s in a Name?
•
Explain where your name comes from.
•
Are you named after someone?
•
Do you like your name?
•
Do you have a middle name? Why did your parents give you this name?
•
What’s your nickname?
•
Would you ever consider changing your name?
•
Find out the origin of your name.
•
Draw your name and then describe the picture.
3. There’s No Place Like My Town!
Imagine you have guests coming from out of town. They know nothing about your city. Plan a
complete day with them. Be sure to answer the following questions:
•
•
•
•
•
•
•
What do you want them to know about your city?
What would you recommend to a tourist?
Where would you go?
What would you visit?
What would you say is the most popular thing about your town?
What activities would you do?
What food would you eat?
STEP 1 Brainstorm alone.
STEP 2 Exchange information with a partner. Read his/her suggestions.
STEP 3 Combine both your ideas.
STEP 4 Present your ideas to another team/to the class.
4. Past School Activity
Did the students just attend a play or participate in a sports day? Use this great opportunity to find
out what they thought of the activity, how it can be improved, etc.
LET’S TALK! A Handbook on Oral Interaction for Secondary
69
REPRODUCIBLE 23b
5. When I Was Young. . .
What kind of a child were you? Were you cute? No kidding! But were you… shy? Happy-go-lucky?
Spoiled? Funny? Serious?
•
•
•
•
What were you like as a child?
Has your personality changed? How?
Describe a happy memory or a funny anecdote.
Bring in two photos and explain them (teacher can also have the class try to guess who’s who
from the students’ baby pictures).
6. The Scariest Moment of My Life . . .
Have you ever experienced something truly frightening? Describe your experience. Talk about:
•
•
•
•
•
•
Who was involved?
When and where did it happen?
What happened?
What made this moment so scary?
What was your reaction?
How did you feel before and after?
7. Milestones!
Describe three of these important experiences in your life:
•
•
•
•
•
•
•
•
•
You were born
You started kindergarten
You finished elementary school
You made your first friends
You moved
You changed schools
You started high school
You learned something new
You discovered a new talent, etc.
8. This Really Drives Me Crazy! Pet Peeves. . .
Talk about a situation that you have a problem with. Why does the situation bother you so much?
Why does this situation occur? How can you improve this situation? What is a polite solution to
this problem?
SOME EXAMPLES:
- People who make lots of noise when they eat
- Finding only one drop of milk left in the refrigerator when you go to have your morning cereal
- Your best friend is always late.
- Waiting for a long time at the bus stop
9. Stupid Pet Tricks
What unusual “trick” does your pet do? Does your cat drink out of the toilet or watch TV?
This is another “can’t miss” activity.
70
REPRODUCIBLE 23c
10. Being the Youngest, Middle, Oldest, Only Child
•
What is your position in your family?
•
Do you like this position?
•
What are the advantages? Disadvantages?
•
Describe your relationship with your siblings/parents.
•
Bring photos and describe them.
•
Talk about a happy/favourite/scary memory that you have.
11. A Trip Down Memory Lane
Choose five activities from the list. Then draw a timeline and place each event on the line with the
year it happened. Be sure to give lots of juicy details! Don’t forget to explain why.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Who was your favourite primary teacher?
What was your favourite toy?
What was your best memory from elementary school?
What was your favourite subject in elementary school?
What was your favourite childhood story?
Who were your friends back then?
Were you different when you were in elementary school?
What were your favourite activities? Are they still the same?
What did you want to be growing up?
What was your favourite food?
What was your favourite game?
What was your favourite birthday?
What was your favourite memory?
Did you believe in Santa Claus? The tooth fairy?
12. Shoes!
I just love shoes! Do you? Have you ever stopped to really think about your shoes? Now, take a
good look at your shoes.
•
•
•
•
•
•
•
Describe your shoes (colour, size, shape, etc.).
Are these your favourite shoes? Why? Why not?
Where were your shoes made?
Why did you purchase them?
Where have you been in these shoes?
Where are these shoes taking you?
Look at your shoes and think about their history for about one minute. Take three to four
minutes to find out as much as possible about your partner’s shoes. Take notes. Share one
interesting thing about your partner’s shoes with the class.
13. Strange Food Combos/Eating Habits
Most people have at least one strange food ritual. For example, do you put butter on your pizza?
Maybe your dad eats the egg white before the yolk? This activity is always a winner!
LET’S TALK! A Handbook on Oral Interaction for Secondary
71
REPRODUCIBLE 23d
14. TV Commercials
Which is your favourite TV commercial? Your least favourite? Which one influences you most?
15. Anecdotes
A really great conversation starter is for the teacher to tell a personal anecdote. Very often, the more
trivial it is, the better! Students respond by sharing their own anecdotes on the same topic. Here are
some that have worked well:
•
•
•
•
Last night, we had to chase a bird in our basement. It came in through the chimney.
I did something really silly this weekend. (Explain a “blunder.”)
I went to La Ronde last weekend and I didn’t like… (Name a ride)
My husband had a car accident last weekend…
16. Movie Update
What good movies have you seen recently? Do you recommend them? Why?
17. Music
Every class or couple of classes a student brings in a CD and gives a review to the group.
• My favourite song. . .
• My favourite band…
• My favourite CD…
• My favourite type of music….
• That’s not music! Choose a CD that, in your opinion, is fit for the trash!
• If you could see any band in the world, which one would you see?
18. Accidents and Mishaps
Have you ever broken a bone? Have you ever been hospitalized? Have you ever had stitches? Have
you ever gone to the emergency ward? Have you ever had a car accident? Have you ever lost your
wallet or had it stolen?
19. To Dream the Impossible Dream…
• Dream job
• Dream date
• Dream school
• Dream vacation
• Dream bedroom
• Dream career
• Dream house
20. Oops! Did I Do That? An embarrassing situation…
I remember when…
72
REPRODUCIBLE 23e
21. Telephone Conversations
Two wonderful props to bring into a classroom are a pair of old telephones. They are great for short
skits and dialogues. Let students brainstorm for ideas. Activities to explore:
• Leaving and taking messages. Make sure students have a telephone checklist. (For example,
who the message is for, caller’s name, caller’s telephone number, date and time of message,
reason for the call, etc.)
• Ordering something (for example, a pizza, an item from a catalogue, etc.)
• Social conventions (for example, politely refusing an invitation, etc.)
22. Show and Tell
• Your house is on fire and you must get out! You have one minute to choose an object to save
and escape! What would you choose to save and why? What or who did you rescue? Why?
What is so special about this person or object? Elaborate!
• Would you sell this object for one million dollars? Why or why not?
• Bring a special keepsake from home and explain what is so special about it to your partner.
• Show me how… Teach a friend a new skill that you’ve acquired! You may choose to teach a
friend a favourite video game or special talent such as a skating.
• Teach a friend… Teach a classmate about something you know how to do (play hockey,
bake…).
23. Professions
Individually, ask students to list all the professions that they can think of. Then in teams, have them
compare their lists. Ask them to discuss the jobs.
•
•
•
•
Classify from most to least: interesting, fun, dangerous, monotonous, exciting, appealing, etc.
What qualities do people need to do these jobs well?
Would you want to do this job? Why or why not?
What are the advantages and disadvantages of this job?
24. Would You Rather…?
Provide students with a dilemma and ask them to discuss it. Each student reads the sentence, gives
his/her opinion and explains the reasons for his/her choice. Then, have a class question and answer
period. At the end, take a vote to see how many people prefer option A or option B.
Variation: Students create their own scenarios.
1.
Would you rather walk for five kilometres in winter with no boots or for five kilometres in the
desert with no shoes? Why?
2. Would you rather jump out of an airplane at 3,000 m. without a parachute or jump from a
space shuttle with a parachute? Why?
3. Would you rather go to the movies or to a concert? Why?
4. Would you rather go to a party at a friend’s house or to a party at school? Why?
5. Would you rather see a horror movie or a comedy? Why?
6. Would you rather buy a new CD or a DVD? Why?
7. Would you rather spend your summer on the beach with family or the summer in a sleep
away camp with friends? Why?
8. Would you rather work in a fast food restaurant or in an amusement park? Why?
9. Would you rather be stuck in a room with a poisonous snake or with a poisonous tarantula?
10. Would you rather spend your money on clothing or on video games? Why?
LET’S TALK! A Handbook on Oral Interaction for Secondary
73
REPRODUCIBLE 24 My Favourite Holiday
Students are placed in teams of three or four and discuss the questions on their cards, in numerical order.
STUDENT 1
Topic: My Favourite Holiday
1.
5.
9.
13.
17.
Explain how your favourite holiday is celebrated in your family.
What is your best memory about this holiday? Explain.
What traditions does your family insist on? Explain.
How was this holiday different when you were little? Explain.
What did your parents do to make this holiday extra special for you? Explain. STUDENT 2
Topic: My Favourite Holiday
2.
6.
10.
14.
18.
What is your favourite part of this holiday? Explain.
What is your least favourite memory about this holiday? Explain.
How does your family prepare for this holiday? Explain.
Describe your perfect holiday.
What could you do to make this holiday extra special for your parents? Explain.
STUDENT 3
Topic: My Favourite Holiday
3.
7.
11.
15.
9.
What do you like least about this holiday? Explain.
What is the best present you have ever received? Why?
What traditions would you like to continue as an adult/parent? Explain.
What would be the holiday for you? Explain.
“It’s the thought that counts.” Do you agree? Explain. STUDENT 4
Topic: My Favourite Holiday
4.
What would you like to change about the way you celebrate this holiday?
Explain.
8. What is the worst present you have ever received? Why?
12. What does this holiday mean to you? Explain.
16. Are holidays too commercial now? Explain.
20. What will you do to make this holiday extra special for your family? Explain. 74
REPRODUCIBLE 25
Traditions
Students are placed in teams of three or four and discuss the questions on their cards, in numerical order.
STUDENT 1
Topic: Traditions
1.
5.
9.
13.
17.
What is your favourite homemade meal? Why?
Explain how chores are divided in your family.
What family rituals/traditions does your family insist on?
What was a magical or special moment when you were little? Explain.
What values do your parents try to teach you most? Explain.
STUDENT 2
Topic: Traditions
2.
6.
10.
14.
18.
What food do your parents make you eat that you still don’t like? Explain.
What chores do you dislike the most? Why?
What family rituals/traditions does your dad insist on?
What is the magical or special moment now? Explain.
Of all the values your parents teach you, which do you totally agree with?
Why?
STUDENT 3
Topic: Traditions
3.
7.
11.
15.
19.
What food did your parents make you eat that you now like? Explain.
What chores do you prefer? Why?
What family rituals/traditions do you like?
What is your favourite activity with your mom? Explain.
Of all the values your parents teach you, which do you disagree with? Why?
STUDENT 4
Topic: Traditions
4.
8.
12.
16.
20.
What is the best meal you have ever made? Explain.
Are you paid to do chores? Explain.
What new family traditions would you like your family to have?
What is your favourite activity with your dad? Explain.
Describe how you picture your future family in 20 years.
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Memories
Students are placed in teams of three or four and discuss the questions on their cards, in numerical order.
STUDENT 1
Topic: Memories 1.
5.
9.
13.
17.
21.
Describe one thing you got away with as a child.
What was your favourite toy as a child? Why?
What was your best birthday?
How do you usually spend your family vacation?
What was your worst nightmare?
How did your family deal with the ice storm of 1998? STUDENT 2
Topic: Memories 2. 6.
10.
14.
18.
22.
Describe a practical joke that was played on you.
What was your greatest fear as a child? Why?
What is the best memory you share with your dad?
Describe your best vacation. Why was it your favourite?
What was your best dream?
What is your worst memory about the ice storm?
STUDENT 3
Topic: Memories 3.
7.
11.
15.
19.
What food did your parents make you eat that you like now? Explain.
What chores do you prefer? Why?
What family rituals/traditions do you like?
What is your favourite activity with your mom? Explain.
Of all the values your parents teach you, which do you disagree with? Why?
STUDENT 4
Topic: Memories
4.
8.
12.
16.
20.
76
What is the best meal you have ever made? Explain.
Are you paid to do chores? Explain.
What new family traditions would you like your family to have?
What is your favourite activity with your dad? Explain.
Describe how you picture your future family in 20 years.
REPRODUCIBLE 27
School
Students are placed in teams of three or four and discuss the questions on their cards, in numerical order.
STUDENT 1
Topic: School 1. Should eating and drinking be allowed in class?
5. Should body piercing be allowed?
9. Do students have too many exams?
13. Is it important to do oral presentations?
17. Are school uniforms a good idea?
21. What is your method for studying?
25. Are school outings or activity days useful?
STUDENT 2
Topic: School 2. Should smoking be allowed on school grounds?
6. Should chewing gum be allowed in the school?
10. Should there be computers in each classroom?
14. Which courses should be compulsory?
18. What would you change about the uniform?
22. What do you like about the discipline system here?
26. Is plagiarism serious?
STUDENT 3
Topic: School 3. Should physical education be eliminated from the curriculum?
7. How many students should each group contain?
11. Is homework important?
15. Which courses should be eliminated from the curriculum?
19. Should public schools have uniforms?
23. What do you dislike about the discipline system here?
27. How do you like the activities offered here?
STUDENT 4
Topic: School
4. Is it important to be in class on time?
8. Are exams important?
12. Should coloured hair be allowed in school?
16. Which classes should be added to the curriculum?
20. Is studying important?
24. What would you change about the discipline system here?
28. What activities would you add to the curriculum?
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77
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 28
_______________
Teen Work Week Quiz
1. How much is Quebec’s minimum wage?
2. According to the Act respecting labour standards (Commission des Normes du travail), what
age do they consider a worker to be a child?
a. Under 18
b. Under 17
c. Under 16
d. Under 15
e. Under 14
f. Under 13
3. If a teen is under 16 and does not have a high school diploma, can he/she work during school
hours?
4. If a teen is 16 during the school year, can he/she work during school hours?
5. Can an employer hire someone who is under 14?
6. Can an employer have a child work at night (between 11 p.m. and 6 a.m.)?
7. Should an employer pay a teen for training?
8. Should an employer pay a teen for overtime (over 40 hours of work per week)?
9. What percent of workers earn minimum wage?
10. Where do most teens work (type of work)?
Source: Commission des normes du travail du Québec www.cnt.gouv.qc.ca and
CBC News, with files from the Canadian Press www.cbc.ca
78
Teen Work Week Quiz
Answer Key
1. How much is Quebec’s minimum wage?
$8.50/hour since May 1, 2008.
2. According to the Act respecting labour standards (Commission des Normes du travail), what
age do they consider a worker to be a child?
a. Under 18
b. Under 17
c. Under 16
d. Under 15
e. Under 14
f. Under 13
3. If a teen is under 16 and does not have a high school diploma, can he/she work during school
hours?
No.
4. If a teen is 16 during the school year, can he/she work during school hours?
No.
5. Can an employer hire someone who is under 14?
Yes, but he must obtain written authorization from one of the parents or tutor.
6. Can an employer have a child work at night (between 11 p.m. and 6 a.m.)?
Only if the child is no longer required to attend school or if the work consists of delivering
newspapers or creating/performing works (theatre, music, dance, films, records, dubbing,
commercials).
7. Should an employer pay a teen for training?
Yes, students should be paid for any training they are required to attend.
8. Should an employer pay a teen for overtime (over 40 hours of work per week)?
Yes, if a person is paid minimum wage, he/she should be paid time and a half.
9. What percent of workers earn minimum wage?
6%
10. Where do most teens work (type of work)?
Retail, hotel and restaurant jobs (most commonly paid minimum wage).
Source: Commission des normes du travail du Québec www.cnt.gouv.qc.ca and
CBC News, with files from the Canadian Press www.cbc.ca
LET’S TALK! A Handbook on Oral Interaction for Secondary
79
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 29
_______________
Teens and Work Scenarios
1. I am 15 years old and I occasionally babysit my neighbour’s children on weekends.
She usually gets home at around 2 a.m. Does she have the right to make me work so
late and am I entitled to the minimum wage?
2. I will turn 13 this summer and I want to work picking strawberries. May I do so?
3. Our neighbour has a candy wrapping business. He has asked my 13-year-old son to
work for him every Saturday and Sunday from 8 a.m. to 2 p.m. Does my child have the
right to work at his age?
4. The local convenience store posted a job opening for two nights a week from 11 p.m.
to 5 a.m. I am still in school but I turned 16 this year. What’s more, the work schedule
would suit me perfectly since I don’t have school the next day. Yet the owner of the
convenience store refuses to hire me. Why?
5. To deliver newspapers before going to school, I have to start at 5:30 in the morning.
But on the website of the Commission des normes du travail, I saw that I do not have
the right to work between 11 p.m. and 6 a.m. What should I do?
6. One month ago, I bought La bonne bouffe restaurant. I kept all of the existing staff.
Last week, I told the employees that I would be making changes in the work schedule.
One of the dishwashers is 16 and still attends school. The previous owner allowed him
to leave at 10:30 p.m. to be at home by 11 p.m. Is this arrangement in compliance with
the Act respecting labour standards?
7. I work as a waitress and I broke some dishes during my shift. My boss wants me to pay
for them. Should the cost to replace the dishes be taken from my salary?
8. Should I pay for my work uniform?
Source: Commission des normes du travail du Québec www.cnt.gouv.qc.ca
80
Teens and Work Scenarios
Answer Key
1.
I am 15 years old and I occasionally babysit my neighbour’s children on weekends. She usually gets
home at around 2 a.m. Does she have the right to make me work so late and am I entitled to the
minimum wage?
The Act does not apply to babysitters who perform this work occasionally. As a result, you are
not entitled to the minimum wage and you may work until 2 a.m.
2.
I will turn 13 this summer and I want to work picking strawberries. May I do so?
Yes, provided that your parents give your employer a written authorization.
3.
Our neighbour has a candy wrapping business. He has asked my 13-year-old son to work for him
every Saturday and Sunday from 8 a.m. to 2 p.m. Does my child have the right to work at his age?
Yes, your son has the right to work, provided that you give his employer an authorization
containing your son’s name, his age and your signature.
4.
The local convenience store posted a job opening for two nights a week from 11 p.m. to 5 a.m. I am
still in school but I turned 16 this year. What’s more, the work schedule would suit me perfectly
since I don’t have school the next day. Yet the owner of the convenience store refuses to hire me.
Why?
Even if you are 16, you do not have the right to work nights as long as you attend school.
Beginning on the last day of the school calendar, you will be able to work at the convenience
store.
5.
To deliver newspapers before going to school, I have to start at 5:30 in the morning. But on the
website of the Commission des normes du travail I saw that I do not have the right to work between
11 p.m. and 6 a.m. What should I do?
There is an exception in the Act respecting labour standards for children who deliver
newspapers. As a result, there is no problem even if you start at 5:30 in the morning.
6.
One month ago, I bought La bonne bouffe restaurant. I kept all of the existing staff. Last week, I
told the employees that I would be making changes to the work schedule. One of the dishwashers is
16 and still attends school. The previous owner allowed him to leave at 10:30 p.m. to be at home by
11 p.m. Is this arrangement in compliance with the Act respecting labour standards?
Yes. You have the right to have work done in the evening by a child who attends school if,
taking into account his place of residence, you allow him to leave in time to be home at 11 p.m.
7. I work as a waitress and I broke some dishes during my shift. My boss wants me to pay for them.
Should the cost to replace the dishes be taken from my salary?
An employer cannot require from an employee, regardless of his wage, a sum of money to pay
for expenses related to the operations of the enterprise. In other words, the owner of a
restaurant, for example, cannot deduct from an employee’s wage the replacement cost for
dishes that the employee breaks. Losses resulting from shoplifting or pick-pocketing could
also be considered operating expenses.
8.
Should I pay for my work uniform?
An employee cannot receive less than the minimum wage rate because the expenses related to
the purchase, use or upkeep of special clothing used for his work have been deducted from his
wage. In all cases, an employer who requires the wearing of special clothing must provide this
clothing free of charge to an employee paid at the minimum wage. The employer must also
provide free of charge to all employees special clothing (example: jacket with logo) that
identifies them as employees of his establishment. Finally, an employer cannot require that his
employees purchase clothing or accessories that are in the employer’s trade.
Source: Commission des normes du travail du Québec www.cnt.gouv.qc.ca
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REPRODUCIBLE 30a
50 Discussion Topics
1.
What valuable object would you like to possess? Why?
2.
If you could travel back in time, where would you go? Why?
3.
If you could live a moment in history through a historical legend, who would you like to be?
Why?
4.
Suggestions for school improvements… Give two concrete examples of activities that would
improve students’ participation.
5.
I would make an excellent roommate.
6.
King or Queen of the World: If you could change anything in the world, what would you
change? If you had the power to change your life, what would you change?
7.
You’ve been selected to be on a magazine cover. Which magazine? Why are you on the
cover? What would the article inside say?
8.
What animal resembles your personality? Why?
9.
If you could design your very own school, how would you do it?
10. Who do you admire? Why? Is this person a hero?
11. If you could be in any TV show, which would you choose and why?
12. Which character (TV, film, book) do you relate to the most?
13. Which character (TV, film, book) would you like to have as a friend?
14. Which actor/singer/band would you love to work with? Why?
15. Which place in the world would you like to visit? Why?
16. If you had to be in a commercial for any product, what would you sell and why? Create a new
commercial for this product.
17. If you could experience a day in the life of a celebrity, who would you choose? Why?
18. Is there a job that you would never want to do, even if it paid well?
19. Is there a job you would love to do in the future? Why?
20. How important is fashion to you?
21. You’re given $1,000 to spend in a fun way. How do you spend it?
22. What do you think of graffiti?
23. Do you like horror movies? Which one is your favourite?
24. Is homework really necessary? Would you give homework if you were the teacher? Explain.
25. What is your most memorable birthday/vacation/party, etc.?
82
REPRODUCIBLE 30b
26. The best way to spend a day is…
27. The best way to say thank you is…
28. A true friend is someone who… because…
29. What would you change if you had a magic wand?
30. What does the word “change” mean to you?
31. Which animated character would you like to meet and why?
32. What is your favourite technology gadget and why?
33. Which household items could you not live without?
34. Who do you admire?
35. Which animated character are you most like?
36. How would you react if you were the teacher? If a student is late, impolite, forgets to do their
homework, throws paper on the floor, throws food in the cafeteria, etc.
37. What are the top 10 things you should do before you die?
38. What are the top 10 items that a teenager should own?
39. What is your favourite videogame? Explain…
40. What makes someone remarkable? Discuss the top three characteristics of an important
individual.
41. What are some of the biggest problems on our planet?
42. Does violence in movies affect children? Does it affect teens? How?
43. The best things about being a teenager are… The worst things about being a teenager are…
44. The best inventions of all time…
45. Why do teenagers fight? How can teen conflict be resolved peacefully?
46. The world would be a better place if women were in control.
47. Adults can be unfair and intolerant towards teenagers. Do you agree or disagree with this
statement?
48. Money is the root of all evil. Do you agree or disagree with this statement?
49. Children can be cruel. Do you agree or disagree with this statement?
50. Our society views getting old as a terrible thing. Do you agree or disagree?
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REPRODUCIBLE 31a
Organizing a Class Debate
1. What is a debate?
Definition: A discussion in which people express different opinions about a subject. (Source: BBC
English Dictionary)
• It is not having an argument.
• It involves research, preparation, teamwork, speaking skills, and persuasion.
• There are rules to be followed.
2. Before the debate
• Choose a topic.
• Brainstorm (to find arguments).
• Do some research.
• Select important arguments.
• Prepare the opening remarks.
3. Forming teams
• Two teams (three speakers per team).
• One team (the pros) agrees with the topic.
• One team (the cons) disagrees with the topic.
• It is possible that you debate a side that you don’t necessarily agree with. Debating helps you
understand both sides of the question.
4. Preparation
• All team members research the topic. (Divide up the research topics.)
• Prepare the debate.
• Each team member writes speech notes.
• Usually the first people to speak use their notes more, while the later speakers will be
answering what their opponents have said (rebuttal).
5. The goal
• Each team tries to win the debate by presenting the best arguments to defend their side.
• There is no right and wrong. Either side could win.
More than giving a speech? • You must anticipate the arguments of the opponents.
• You must be logical and consistent.
• You must support your arguments (facts, evidence, stats…)
• You must be flexible.
• You must work as a team.
• You must appear confident.
6. Organisation
For
Against
The Pros (Affirmative side)
The Cons (Negative side)
3 speakers
3 speakers
84
REPRODUCIBLE 31b
7. Procedure
• The PRO team starts the debate. They present the issue and explain why they are defending it.
• The CON team then addresses the audience and defends their point of view.
• Each team continues the debate, taking turns and arguing their points.
• The CON team is last to speak.
• Each team writes down arguments to support their position.
• Each side finds FACTS, PROOF or EXAMPLES to illustrate their viewpoint.
• The partners of each side plan the debate separately.
• Everyone is assigned a specific role to play in the debate.
• Write a first draft of your individual part and show it to the others for approval.
• Review your strategies before and during the debate.
• Try to find documents, charts or information to be used during the debate.
• Think of the image you want to project (your look).
8. The debate
STEP 1
The PROS—The first debater:
• Introduces his/her teammates;
• Exposes the most important arguments FOR;
• Supports viewpoints with FACTS and EXAMPLES;
• Summarizes the position.
The CONS —The first debater:
• Introduces his/her teammates;
• Exposes the most important AGAINST;
• Supports viewpoints with FACTS and EXAMPLES;
• Challenges the opposing team’s opinions/views;
• Tries to show the weakness of their arguments.
STEP 2
The PROS —The second debater:
• Refutes the arguments;
• Adds new information and ideas FOR (in favour) of the topic;
• Says what can be done about the issue;
• Adds how it can be done.
The CONS —The second debater:
• Tries to reconstruct the team position;
• Rejects the new facts and evidence;
• Replies with different examples or ideas;
• Summarizes the team’s point of view.
The PROS—The last debater:
• Has a final chance to reject the CON arguments;
• Summarizes and clarifies the team position;
• Concludes the debate briefly.
The CONS—The last debater:
• Refutes the last arguments;
• Summarizes the position of the CON side;
• Concludes the debate briefly.
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REPRODUCIBLE 31c
9. How to debate
• Say if you agree or disagree and explain WHY;
• Compliment someone on what he/she has said;
• Add to an idea already presented;
• Ask someone to repeat in order to make the point clear;
• Give FACTS and EXAMPLES that everyone can understand;
• Ask for an opinion from someone who has not said much;
• The more you are involved, the better it is.
Guidelines for a Good Debate
Try using the following:
• Rhetorical questions
(Questions asked for effect, not necessarily to be answered.)
• Exaggeration
(Trying to impress or influence by overstating a viewpoint or an idea.)
• Quotations from well-known sources
(From books, television, movies; also proverbs, etc., to link with shared experiences.)
• Contrast/Juxtaposition
(Two ideas or viewpoints that are placed close to each other for effect.)
• The pronoun “you”
(To address and include the audience.)
• Figurative language
(Metaphors, similes, personification etc…)
• Emotional language
(Words with positive or negative connotations.)
• Repetition
(To reinforce a point of view and make it memorable.)
Other Suggestions
 Be a good listener.
 Jot down notes on your ideas or other
peopleʼs ideas that you want to respond to.
 Donʼt try to get the last word.
 Criticize the opinion/idea, not the speaker.
 Accept differing points of view.
 Donʼt try to win by making your opponent
look ridiculous.
 Be careful when using words like “always,”
“never” and “everywhere.”
86
REPRODUCIBLE 31d
10. Points to evaluate
Content
• Knowledge of the subject
• Relevance
• Logical reasoning
• References
• Definitions
• Refutations
Manner
• Persuasiveness
• Language used
• Use of notes
• Posture and gestures
• Appearance/look
Method
• Speech structure
• Introduction
• Technique
• Strategies
Teamwork
• Group effort
• Collective arrangement of debate
• Continuity of arguments from one member to the next
Rebuttal
• Summary
• Rebuttal
. Source: André Pichette & Robert Bélanger (R.R.E.A.L.S. Mandate, “Organizing a Class Debate,” 2001–2002).
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REPRODUCIBLE 32
40 Debate Topics
Do you agree or disagree with these statements? Explain.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
88
Winter is the worst season.
Men and women are equal in our society.
Family vacations are the best.
Video games are addictive.
Driving courses should be a regular part of the school curriculum.
It is better to live in the city than in the country.
Cartoons are just for little kids.
There is too much violence on TV.
Tattoos and body piercing are dangerous.
Teens spend too much money.
Fighting, in any sport, makes it more exciting.
All schools should adopt a uniform.
Teenagers are lazy.
Animals are smarter than people think.
Girls are better students than boys are.
Students do not participate enough in school life.
Men are more logical, and women are more emotional.
High school students should not work part-time.
School days should be longer.
Money makes people happy.
Our society is very superficial.
Teenagers are addicted to video games.
Marijuana should be legalized.
Marriage is necessary.
Men are better drivers than women.
The school day should start later.
There should be more competition in schools.
Teenagers spend their money on silly things.
There should be a ban on advertisement directed at young children.
It is unacceptable to test products on animals.
Beauty contests are harmful.
The legal drinking age should be lowered.
Hollywood has a negative impact on society.
Human cloning should be banned.
There should be a minimum weight for professional models.
Physical education classes should be mandatory for all students.
Boys and girls benefit more from being taught separately (single-sex schools.)
Unhealthy foods should be banned from schools.
Animals should not be kept in zoos.
Children should be spanked.
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 33
_______________
Debate: Teen Consumers
WHAT DO TEENAGERS SPEND THEIR MONEY ON?
INSTRUCTIONS: Read and react to the following prompts.
-
Young people spend too much money.
-
Parents should control what their children buy.
-
Young Quebecers spend about 26 hours per week in front of the television. This
means that in a one year, they are exposed to about 20,000 TV commercials. They
are also exposed to advertisements on the radio, in newspapers, in the bus or metro,
as well as stadiums and arenas. It is incredible! There are too many advertisements
aimed at teens!
-
Teens spend a lot of their money on unimportant things like music, junk food, etc.
-
Many TV commercials are directed towards young people. This is not right!
-
Teens are too materialistic.
-
Many teenagers have a direct influence on what their parents buy.
-
Most teens will buy “brand” name or designer clothing because it is of better
quality.
-
It is important to buy things that make you look “cool.”
-
Most parents will buy anything for their children…
-
Image is everything. If you have the right image, you’ll be happier.
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89
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 34
_______________
Debate: Men vs. Women
ARE MEN AND WOMEN CREATED EQUAL?
INSTRUCTIONS: Read and react to the following prompts.
90
-
Women should stay at home to raise children.
-
Only men should work as construction workers, plumbers and electricians.
Women should work as nurses, dental hygienists, and secretaries.
-
Boys are better at math and girls are better at languages.
-
A nice guy always pays for a date with a girl.
-
Girls are gentle, emotional, and like to take care of others. Boys are
independent, competitive, logical and like to take risks.
-
Boys should not play with toys like dolls. Girls should not play with toys like
cars and trucks.
-
Women are better at cooking and cleaning than men.
-
Sexist jokes are just not funny! For example, the ones about “dumb” blondes
are just cruel.
-
Women appreciate when a man opens a door for them, bring them to nice
restaurants, buy fancy things, etc.
-
Girls can do everything that boys can do.
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 35
_______________
Debate: What is Talent?
DOES EVERYONE HAVE TALENT?
INSTRUCTIONS: Read and react to the following prompts.
Definition
Talent: The natural ability to do something. (Source: BBC English Dictionary)
-
Most people are impressed by other people who possess special talents.
-
Anybody can learn to sing professionally.
-
You don’t need talent. You just have to work very, very hard. Talent is
what a person develops after time and lots of hard work.
-
Professional athletes are not born with a special ability. Only singers and
artists are born with a special gift.
-
You don’t need to have talent. Look at all the people on reality TV
shows.
-
Most very talented people become famous.
-
Each person has a special talent. It’s just that sometimes they have not
discovered what it is.
-
Talent is hereditary. If your mother or father is a good musician, you’ll
probably be a good musician as well.
-
Some people are born with a special talent.
LET’S TALK! A Handbook on Oral Interaction for Secondary
91
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 36
_______________
Debate: Sports
WHAT IS A SPORT?
INSTRUCTIONS: Read and react to the following prompts.
- Golf is not a sport. It’s for old people. My grandpa can golf.
- A sport involves competition.
- Chess became part of the 2004 Olympic Games.
- Figure skating is an activity but not a sport.
- Bobsledding should not be in the Olympics.
- Cheerleading should be considered a sport.
- How can fishing be a sport?
- Boxing is just about two guys hitting each other.
- If you don’t sweat, then it’s not a sport.
- What about Formula 1 racing? You just sit in a car!
- How can baseball be considered a sport? Anybody can play baseball…
- Horseback riding is not a sport, at least not for the rider!
92
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 37
_______________
Debate: Cell Phones Dangers
IS THE CELL PHONE AS DANGEROUS AS IT IS MADE IT OUT TO BE?
INSTRUCTIONS: Read and react to the following prompts
-
Many countries have banned drivers from using cell phones while driving.
-
A study done in 2001 by the University of Montreal showed that using a cell
phone while driving increased the risks of accidents by 38%.
-
There are many other distractions: eating, attending to children, reading a map,
talking to passengers, putting in a CD, etc.
-
What is dangerous, talking or dialing?
-
According to a US study done by the AAA:
“… drivers are still more often diverted by such low-tech sidelights such as
eating, grooming and fiddling with the radio.”
-
In California over a one-year period, 1,352 drivers were involved in accidents
where cell phones were a factor, compared with 1,113 where playing with the
radio was the factor.
-
97% of drivers lean over to get something, 91% adjust the radio, 30% use cell
phones.
-
“Cell phones use while driving, whether hand-held or hands-free, leads to poor
driver performance, according to a new study published Thursday by the National
Safety Council.”
-
“The study, conducted by the University of Utah, suggests that local laws
that allow hands-free cell phone use will have very little effect on reducing
driver distraction.”
Source: danenet.wicip.org/bcp/cellban.html
www.msnbc.com/local/myoc/m316586.asp
www.cnn.com/2001/US/08/16/cell.phone.driving/
LET’S TALK! A Handbook on Oral Interaction for Secondary
93
Name: _________________________
Group: _______
REPRODUCIBLE 38
Date:
_______________
Debate: Stealth Marketing
Many companies use “stealth marketing,”
advertising that consumers don’t notice.
DO YOU THINK THIS IS ACCEPTABLE?
INSTRUCTIONS: Read and react to the following prompts.
-
One form of stealth advertising is product placement. Product placement means
that products or logos appear in movies or TV shows.
-
Product placement started in 1982, when E.T. was seen eating Reese’s Pieces.
This minor event boosted sales and a new form of marketing was born.
-
Imagine this situation: Tourists on the street ask you to take their picture. You
take their beautiful, fancy camera and take a few pictures of them. Innocent,
right? Maybe not. Some companies hire actors to pose as tourists and “advertise”
a new product, like a camera.
-
Another covert form of marketing is buzz marketing. Some companies will go in
schools, for example, and find a few “cool” students. These students will receive
a new product for free. That’s where the “buzz” comes in: if the cool students
have a certain product, chances are other students will want it too. There’s your
marketing at work.
-
If you watched the 2002 Baseball World Series on TV, you must have seen the
huge ads that were right behind home plate. These ads are inserted digitally and
can only be seen by TV viewers, not by spectators. They look like real rotating
ads and can be switched at will during a game. Albert May, chairman of the
journalism department at George Washington University, asks: "Where will it
stop? Will they fill the empty seats with artificial people?"
-
“A movie like Mission Impossible 2 was bound to have some sort of computers in
it, so why not sign a contract with Apple computers and have Tom Cruise use
only Apple computers throughout the movie? Now the producers have more
money to play around with and Apple sells way more computers.”
Source: www.kidzworld.com/site/p1886.htm
94
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 39
_______________
Debate: Movie Actors’ Salaries
ARE THEY MAKING TOO MUCH?
INSTRUCTIONS: Read and react to the following prompts.
You probably know that stars like Julia Roberts and Tom Cruise can be paid $20-25 million to
make a movie. But did you know that that’s only part of it? Most of them also have a “gross
participation” deal, which means that they will also get a percentage (10 to 20%) of the movie
profits, according to some rules. This means the more popular the movie is, the more money the
stars make.
The Top Grossing Stars
These stars earn about $20 million per film and average 12 percent of the gross:
1. Tom Cruise (about $65 million on Mission: Impossible 2)
2. Bruce Willis ($50 million for The Sixth Sense)
3. Adam Sandler ($30 million for Little Nicky)
4. Julia Roberts ($25-30 million for Erin Brockovich)
5. Mel Gibson ($25 million for The Patriot)
6. Tom Hanks ($20 million for You've Got Mail)
7. Jim Carrey ($20 million for Me, Myself & Irene)
8. Sean Connery ($20 million for Entrapment)
9. Chris Tucker ($20 million for Rush Hour)
10. Robin Williams ($20 million for Bicentennial Man)
11. Arnold Schwarzenegger ($20 million for End of Days)
12. Leonardo DiCaprio ($20 million for The Beach)
-
Is an actor’s work really worth more than a doctor’s, for example?
-
Does anyone really need $50 million?
-
Should people be paid according to their value to society?
Source: http://www.omnileonardo.com/e-takehomepay.html
LET’S TALK! A Handbook on Oral Interaction for Secondary
95
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 40
_______________
Debate: Reality TV
IS IT ENTERTAINMENT OR VOYEURISM?
INSTRUCTIONS: Read and react to the following prompts.
-
“There are two basic varieties of reality TV shows —romantic and monetary. You
either win some hottie's affections or a really huge cash prize, or sometimes
both.”
-
“I admit it. I am addicted to a reality TV show. I didn't mean for it to happen. I
was watching the first show of this season with my roommate, and before I
realized what was happening, I was hooked.”
-
“The Germans have a word for it, the appeal of some of these shows. It's called
'schadenfreude.' It means “taking delight in the misfortunes of others.” It's a guilty
pleasure. You feel you shouldn't be watching.”
-
“The people we see on reality shows are, after all, just like us.”
-
“During the last two years, reality-based shows sprang up all around the world.
What is this interest in looking in on someone else's life? Is it truly voyeurism? Or
is it something else?”
-
“In the case of Survivor, billed by its producers as "part reality soap, part game
show, part survival challenge," the viewer got to know the contestants as
individuals and could identify with their successes and failures.”
-
“Shows like Survivor are also of interest to the student of human behaviour. With
the removal of a contestant every few days, the group dynamics are constantly in
a state of flux and require the members of the group to adjust accordingly. The
dynamics of relationships between the participants shift and change each week, as
associations are formed and bonds are strengthened.”
Source: http://www.kstatecollegian.com/stories/102202/opi_burnett.shtml
http://www.56days.com/voyeur.htm
96
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 41
_______________
Debate: Addicted to Television and Computer Games?
WHEN IS IT TOO MUCH?
INSTRUCTIONS: Read and react to the following prompts.
-
On average, children watch 3 to 4 hours of television
per day. Younger children watch more television than
adolescents do, and boys watch more television than
girls do.”
-
“When children watch more than 30 hours of
television per week, it can have a negative impact on
school achievement.”
-
“… children with a TV set in their bedroom watched 4.8 hours more of TV or
videotapes per week than those without.”
-
Canadians watch less TV than before, but why? Maybe it’s because they’re
spending more time on the computer and on Internet.
-
“Canadians spent an average of 5.1 hours per week on the Net, up from 3.9 hours
in 1999.”
-
“Another possible cause for the TV decline is the rush to the huge movie
complexes that have been popping up across the country.”
-
“One explanation for the drop in television viewing with age is that more kids
than adults prefer playing video games – and these "kids" are getting older.”
-
“…teens spent an average of five hours a week playing video games…”
-
“Parents spend 38,5 minutes per week in meaningful conversation with their
children.”
-
“Forty percent of Americans always or often watch television while eating
dinner.”
Source: highered.mcgraw-hill.com/sites/0072322357/student_view0/chapter4/chapter_overview.html
http://www.impactlab.com/modules.php?name=News&new_topic=97
http://www.cbc.ca/news/indepth/background/tv_statscan.html
http://www.soundvision.com/info/misc/tvturnoff.asp
LET’S TALK! A Handbook on Oral Interaction for Secondary
97
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 42
_______________
Teenage Time Capsule
INSTRUCTIONS:
What would you want future generations of teenagers to know about your generation in 25 years time?
a) Give examples of what was happening during your time. What items would you choose?
b) Explain your choices. Then come to a consensus on the most important items of your time.
Think of the following:
Important news/ Politics Fashion/Style Music/Artists Movies/TV Historical events People/Popular figures Attitudes/Trends Jobs/Careers Gadgets/Objects 98
Name: _________________________
Group: _______
REPRODUCIBLE 43
Date:
_______________
Problem-solving Activities
INSTRUCTIONS:
Read the following situations and discuss. “What would you do?”
1.
Your best friend wants to borrow money from you.
2.
You find a wallet filled with money.
3.
You see a little girl who is lost at the shopping mall.
4.
Your friend asks you to lie for him/her.
5.
You see someone steal a watch at a store.
6.
Your parents don’t want you to go to a party.
7.
Your sister borrows your MP3 player without your permission.
8.
Your best friend spends all his/her free time with his/her new girlfriend/boyfriend.
9.
Your friend has stolen your favourite pen.
10.
You mother has found out that you have been skipping school.
11.
You catch your best friend taking money from your wallet.
12.
A student starts a food fight in the cafeteria.
13.
You are in car and your friend is speeding.
14.
Your friend asks you for an important favour. You really don’t feel like helping him/her.
15.
You receive your pay check and notice a mistake in the amount.
16.
You broke your mother’s favourite antique lamp.
17.
Your friend talks behind your back and spreads rumours about you.
18.
You just won two tickets to see your favourite band. Two of your friends want to go
with you, but you can only take one.
19.
You have a serious case of the hiccups.
20.
You want to quit smoking.
21.
You want to lose weight.
22.
You have to plan a surprise birthday party for one of your friends.
23.
You don’t like your best friend’s new boyfriend/girlfriend.
24.
You want to learn how to drive.
25.
You want to buy a family pet.
LET’S TALK! A Handbook on Oral Interaction for Secondary
99
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 44
______________
How Do You…?
_
INSTRUCTIONS:
Come to a consensus to determine the best way to complete the following activities. The procedure to
complete each task should be described in a step-by-step.
1.
Prepare a picnic
19. Succeed in school
2.
Make a pizza
20. Stop a cold
3.
Plan a party
21. Take a photo
4.
Decorate a room
22. Apologize to a friend
5.
Design the ideal school
23. Learn a new language
6.
Get into shape
24. Relax on the weekend
7.
Get a good nightʼs sleep
25. Cheer a friend up
8.
Prepare for an exam
26. Buy a gift
9.
Design a school uniform
27. Clean a room
10. Plan a vacation
28. Wash your clothes
11. Babysit
29. Drive a car
12. Find information on the Internet
30. Buy new clothes or shoes
13. Make friends
31. Learn to dance well
14. Settle an argument
32. Learn to sing
15. Care for a family pet
33. Have fun
16. Play a sport
34. Get ready for school in the morning
17. Get a job
35. Mow the lawn/Cut the grass
18. Make a phone call
100
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 45
_______________
Logical Deduction Activities
INSTRUCTIONS:
Discuss the following situations. How many possible and logical explanations can you find for each
situation?
Find a Logical Explanation…
1.
You turn on the light but nothing happens.
2.
You’re stuck in a traffic jam on the Metropolitan Highway in Montreal and it’s
not rush hour.
3.
You’re babysitting a six-month-old baby. She is crying very much.
4.
You just got back the pictures from your vacation. They all look terrible.
5.
You’re waiting for the bus at your bus stop. The bus is 15 minutes late.
6.
You get to school and, to your surprise, your homework is not in your bag.
7.
Your dad’s car stalls on the highway.
8.
You arrive home and the door is unlocked. No one is home.
9.
Your English teacher is explaining an activity when he/she is suddenly called
down to the principal’s office over the intercom.
10.
You meet a person that looks very familiar to you, but you don’t know from
where.
11.
You unintentionally put on two different coloured socks one morning.
12.
Your friend plays a trick on you.
13.
You stop eating at the school cafeteria for a full week.
14.
You go to the school library every day at lunch.
15.
You meet your favourite actor/singer/band.
LET’S TALK! A Handbook on Oral Interaction for Secondary
101
REPRODUCIBLE 46
Role Play Cards
About a month ago, your friend borrowed
$50 from you. You really need it back.
Your neighbour is playing a heavy metal CD
really loud. You are trying to study.
Explain to your teacher why you forgot to do
your homework.
You call to make a reservation for a group in
an expensive restaurant.
You call to ask the boy/girl of your dreams
out on a date.
You want to see a horror movie. Convince
your friend who to go to the movie you have
chosen.
You have just met your sisterʼs boyfriend.
Heʼs impolite and has a bad attitude. You
donʼt like him.
Your friend invites you to a party. Youʼre
really tired and you donʼt know any of the
other guests. What happens?
You forgot your best friendʼs birthday and
he/she is outside your door. What do you
do?
You just ruined your brother/sisterʼs favourite
t-shirt. How do you tell him/her?
You are having lunch with an old friend from
school, when your very jealous boy/girlfriend
walks in. How do you react?
Convince your mother/father to give you
some money for a brand new CD/video
game.
Your friend telephones you to get some
advice. He/she wants to know how to make
a good impression on someone (boss,
boy/girlfriend, etc.).
Your sister/brother has just told you a secret.
You really want to tell someone. At that
exact moment, your best friend calls you.
102
GAMES
LET’S TALK! A Handbook on Oral Interaction for Secondary
103
Name: _________________________
Date:
Group: _______
REPRODUCIBLE 47
_______________
Personality Bingo
What is the last movie you saw?
How many letters are in your last
name?
In what subject do you plan to earn an
"A"?
1. __________________________
1. __________________________
2. __________________________
2. __________________________
What did you eat for breakfast?
Do you have any pets?
What is your favourite food?
1. __________________________
1. __________________________
1. __________________________
2. __________________________
2. __________________________
2. __________________________
What are the first three digits in your
phone number?
Have you had your tonsils removed?
How many brothers and sisters do you
have? (Don't count yourself!)
1. __________________________
2. __________________________
1. __________________________
1. __________________________
1. __________________________
2. __________________________
2. __________________________
2. __________________________
Do you take the school bus?
What time did you go to bed last night?
What colour are your socks?
1. __________________________
1. __________________________
1. __________________________
2. __________________________
2. __________________________
2. __________________________
What is your favourite month?
1. __________________________
Teacher's signature
What is your favourite sport?
1. __________________________
2. __________________________
______________________________
2. __________________________
What is your favourite animal?
What street or road do you live on?
What month is your birthday in?
1. __________________________
1. __________________________
1. __________________________
2. __________________________
2. __________________________
2. __________________________
What is the last video you watched?
Name one item you have in your
pocket.
Name a planet.
1. __________________________
1. __________________________
1. __________________________
2. __________________________
2. __________________________
2. __________________________
What is your favourite color?
1. __________________________
What game, not sport, do you like to
play? (ex. checkers)
Where is your favourite place to be?
1. __________________________
1. __________________________
2. __________________________
2. __________________________
2. __________________________
104
REPRODUCIBLE 48a
20 Questions
A famous person from
Quebec
An actor/actress
A famous monument
A food
A colour
A job/profession
A dessert
A place
A wild animal
A cartoon character
Clothing
A sport
LET’S TALK! A Handbook on Oral Interaction for Secondary
105
REPRODUCIBLE 48b
106
A movie
A singer
A flower
A school subject
An object
in your pencil case
A vegetable
A fruit
A place
A farm animal
A cartoon character
A hobby
A season
REPRODUCIBLE 49a
Name It!
INSTRUMENTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
guitar
drums
saxophone
trumpet
violin
flute
piano
clarinet
bass
harp
HALLOWEEN
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
FAMOUS EUROPEAN
CITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Rome
Paris
Madrid
Athens
London
Vienna
Berlin
Dublin
Barcelona
Venice
LANGUAGES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
English
French
Spanish
Greek
Italian
Portuguese
German
Russian
Arabic
Swedish
candy
costume
witch
mask
ghost
pumpkin
trick or treat
haunted house
black cat
skeleton
FARM ANIMALS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
CAPITAL CITIES
OF CANADA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Ottawa
Quebec City
Victoria
Edmonton
Regina
Winnipeg
Toronto
Fredericton
St. John’s
Charlottetown
SPORTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
WINTER CLOTHES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
tuque
gloves
scarf
mittens
boots
coat
snowsuit
turtleneck sweater
ear muffs
sweater
LET’S TALK! A Handbook on Oral Interaction for Secondary
pig
cow
sheep
turkey
rooster
duck
horse
goat
hen
rabbit
baseball
hockey
tennis
basketball
volleyball
golf
football
swimming
badminton
bicycling
CLOTHING
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
pyjamas
shirt
pants
sweater
jacket
coat
blouse
skirt
dress
hat
107
REPRODUCIBLE 49b
ACTION WORDS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
push
fall
sleep
walk
read
watch
laugh
drink
sit
eat
FRUITS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
THINGS YOU PUT ON
A PIZZA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
tomato sauce
cheese
olives
pepperoni
mushrooms
peppers
pineapple
ham
sausage
onions
BEVERAGES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
COLOURS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
108
red
blue
green
brown
pink
yellow
orange
purple
grey
white
apple
orange
banana
pear
cherries
strawberries
grapefruit
peach
blueberries
pineapple
water
coffee
tea
milk
orange juice
tomato juice
milkshake
iced tea
lemonade
cocoa/hot chocolate
FAMILY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
mother
sister
uncle
aunt
cousin
grandmother
brother
father
grandfather
daughter
VEGETABLES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
broccoli
onion
lettuce
carrot
celery
pepper
cauliflower
cucumber
potato
spinach
SCHOOL SUPPLIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
paper/loose-leaf paper
pen
pencil
eraser
glue
marker
ruler
scissors
highlighter
binder
PARTS OF THE BODY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
hair
ear
nose
eye
knee
leg
back
shoulder
head
neck
REPRODUCIBLE 49c
PROFESSIONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
police officer
fireman
farmer
doctor
chef
secretary
musician
mechanic
librarian
pilot
BREAKFAST FOODS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
pancakes
eggs
toast
bacon
muffin
waffles
jam
juice
peanut butter
cereal
AT THE ZOO
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
elephant
panda
monkey
lion
tiger
bear
giraffe
zebra
rhinoceros
hippopotamus
THINGS YOU READ
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
newspaper
book
magazine
comics
phone book
recipe
email
card
letter
instructions
WEATHER
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
sun
cloud
rain
snow
thunder
lightening
wind
smog
rainbow
hail/sleet/freezing
rain
THINGS YOU TAKE
ON VACATION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
TRANSPORTATION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
PARTS OF A HOUSE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
door
kitchen
bathroom
bedroom
hallway/corridor
dining room
living room
roof
stairs
basement
LET’S TALK! A Handbook on Oral Interaction for Secondary
luggage/suitcase
camera
ticket
clothing
sunglasses
travel guide
map
passport
sandals
towel
airplane
train
automobile/car
bus
truck
motorcycle
scooter
taxi
bicycle
boat
JUNK FOOD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
chips
hamburger
hot dog
French fries
chocolate
liquorice
jujubes
lollipop
bubble gum
popcorn
109
REPRODUCIBLE 50a
Who Are You?
110
What is your
favourite food?
What is your
morning routine?
What was the
nicest place you
have visited?
Who are your friends?
Who is your
best friend?
Describe these people.
What do you like
about school?
What do you dislike?
How would you
describe a perfect day?
If you had
$1,000 to spend,
what would you buy?
What is your
favourite season?
Why?
Would you like to
be famous?
Why or why not?
Who is a person
that you admire?
Why?
What are your
best qualities and
your worst faults?
Who is a person
that you like
to be with?
Why?
If you could change
the world, what
would you do?
What is something
you really want?
What is something
you want to learn?
REPRODUCIBLE 50b
What is your
favourite dessert?
Who is your
favourite band?
What place
would you like
to visit?
What are your
favourite TV shows?
Which video games
do you like to play?
What is your
favourite gadget?
Why?
What is something
that makes you
very angry?
What do you like
to do on your birthday?
What is your favourite
hobby or pastime?
What is your favourite
day of the week?
Why?
What are some
of your talents?
What would you
like to do in the future?
How can you help
the environment?
What music do you
like and dislike?
Who are your
favourite actor and
actress?
LET’S TALK! A Handbook on Oral Interaction for Secondary
111
REPRODUCIBLE 50c
112
What makes you unique?
Do you like to
watch sports on TV?
Why or why not?
What makes you laugh?
What are your
favourite types
of movies?
Which is your
favourite animal?
Why?
Which is your
least favourite animal?
Why?
What is your
favourite dessert?
Which holiday is
very important to you?
Which holiday is
the most fun?
What do you like
and dislike
about your age?
What is the ideal age?
How would you
describe your family?
What is the best gift
you have ever received?
REPRODUCIBLE 51
What’s the Connection?
tulip
rose
chrysanthemum
violet
axe
hammer
saw
screwdriver
jungle gym
slides
swings
sandbox
FLOWERS
TOOLS
AT THE PARK
ladybug
mosquito
spider
bumblebee
asparagus
spinach
corn
celery
cherry
pear
watermelon
apple
INSECTS
VEGETABLES
FRUITS
grey
magenta
turquoise
blue
trumpet
violin
drums
banjo
skyscraper
museum
school
library
COLOURS
INSTRUMENTS
BUILDINGS
bus
metro
car
airplane
diamond
triangle
square
circle
TRANSPORTATION
SHAPES
sit
stand
walk
run
ACTIONS/THINGS
WE DO
LET’S TALK! A Handbook on Oral Interaction for Secondary
113
Appendix B
Other Documents
114
REPRODUCIBLE 52
Informations aux Parents
Plusieurs parents se posent la question suivante : « Comment aider mon enfant à améliorer
son anglais, moi qui ne parle pas anglais ? ».
Le rôle des parents n’est pas d’enseigner l’anglais, mais de favoriser le développement des
attitudes essentielles à l’apprentissage d’une langue seconde. Les parents peuvent aider leurs
enfants à apprendre l'anglais de nombreuses façons, même s'ils ne parlent pas beaucoup
anglais eux-mêmes. Voici une liste de suggestions qui se sont avérées efficaces dans le passé :
1.
S'intéresser aux cours d'anglais donnés à l'école et poser à son enfant des
questions en lien avec ses apprentissages;
2.
Encourager son enfant à exploiter des jeux et activités sur Internet;
3.
Utiliser des liens de la langue anglaise qui permettent d'apprendre à l'aide de
jeux, histoires, chansons et d'exercices de grammaire. Ceci est une façon
pratique pour améliorer son niveau d'anglais sans se déplacer.
http://www.britishcouncil.org/kids.htm
Voir aussi « Student Resources » et « Fun Sites » sur le site de la SPEAQ :
www.http/speaq.qc.ca
4.
Voir AnglaisFacile.com qui est un site entièrement gratuit pour apprendre l'anglais
ou pratiquer son anglais : http://www.anglaisfacile.com/
5.
Se procurer des livres, jeux, CD, DVD, etc. en anglais pour la maison;
6.
Regarder ensemble la télévision en anglais — une émission par semaine ou, par
soir, si possible;
7.
Visiter des endroits où l'on peut pratiquer son anglais — lors des vacances ou
simplement lors des sorties;
8.
Penser à des camps d'été en anglais ou à des échanges et visites;
9.
En l’incitant à lire et à fréquenter des bibliothèques ou des librairies;
10. En l’encourageant à regarder des émissions diffusées en langue anglaise.
11. En lui permettant des contacts avec des personnes anglophones du même âge
(correspondance, camps de vacances, voyages en famille…).
LET’S TALK! A Handbook on Oral Interaction for Secondary
115
REPRODUCIBLE 53
L’apprentissage de l’anglais permet aux élèves de côtoyer de nouvelles cultures et de
promouvoir leur propre culture. Au secondaire, deux programmes d’anglais, langue seconde,
sont offerts : le programme de base et le programme enrichi. Ce dernier s’adresse à des élèves
qui ont développé des habiletés supérieures en anglais soit par un programme d’anglais
intensif ou dans d’autres contextes.
En classe d’anglais, langue seconde, l’élève est amené à développer les compétences
suivantes :
 Communiquer oralement en anglais
 Comprendre des textes lus, vus et entendus
 Écrire des textes
En développant ses compétences, votre jeune apprend notamment à :
Développer son vocabulaire pour entretenir une conversation avec les autres
élèves et l’enseignant;
Transmettre des messages personnels pour communiquer ses idées, ses sentiments
ou ses opinions;
Explorer divers textes courants et littéraires et y réagir;
Construire sa compréhension de ces textes en discutant avec les autres élèves et
l’enseignant;
Mettre à profit sa connaissance du texte en accomplissant des tâches qui lui font
réinvestir sa compréhension. Par exemple, construire un modèle de scène ou
produire une affiche afin de promouvoir la lecture d’un livre ou d’une histoire;
Utiliser une démarche d’écriture et de production personnalisée pour écrire ou
produire différents types de textes. Par exemple, produire une bande dessinée,
écrire une courte histoire ou un article de journal;
Utiliser des stratégies et une démarche d’analyse lui permettant d’écrire des textes
simples et cohérents. Par exemple, planifier son texte, noter ses idées et consulter
ses pairs et son enseignant au besoin, réviser son texte seul et avec ses pairs, etc.;
Réfléchir sur sa démarche d’écriture et en discuter en vue d’y apporter des
correctifs et des ajustements nécessaires.
116
Il y arrive, entre autres, par :
l’utilisation, en tout temps, de la langue anglaise dans le cours d’anglais,
langue seconde, dans ses échanges avec les autres élèves ou avec l’enseignant;
la coopération et la collaboration avec les autres élèves;
la participation active dans des situations d’apprentissage qui lui permettent de
construire ses connaissances avec les autres, de développer des stratégies de
communication et d’apprentissage et de réfléchir sur sa demande;
la référence à des exemples de la langue et de la culture anglaises;
la consultation d’affiches, d’ouvrages de référence, de banques d’expressions,
des pairs et de l’enseignant;
l’utilisation de modèles pour l’aider dans sa création de textes.
Pour accompagner votre jeune, à titre d’exemples, vous pouvez :
l’encourager dans son apprentissage d’une langue seconde;
lui suggérer la lecture d’un livre, d’un magazine ou d’une bande dessinée
rédigés en anglais;
l’encourager à écouter une émission ou à visionner un film en anglais et
l’inviter à partager son appréciation;
prendre connaissance de ses défis et des stratégies utilisées pour les relever.
Source: CS des Trois-Lacs, Services éducatifs aux jeunes. Document d'information pour les parents
d'élèves au secondaire, novembre 2008.
LET’S TALK! A Handbook on Oral Interaction for Secondary
117
Oral Interaction Posters
Make posters (or ask students to make posters) with the
observable behaviours listed below and post them around
the classroom. Or make them into a checklist for students
to use to monitor their interaction. You could also choose
one or two and write them on the board as special
reminders of what students should be doing.
Participation in oral interaction means…
 I express myself spontaneously in English class.
 I focus on the teacher.
 I listen to what I have to do and get ready to interact.
 I speak only English.
 I initiate the discussions.
 I look at and listen to my partner.
 I think about what I know about the topic.
 I share my ideas and my opinions.
 I explain my responses and elaborate on them.
 I express relevant, coherent ideas.
 I ask questions or clarify my answers.
 I ask for help when I don’t understand.
 I take risks and persevere even if I make errors.
 I use my resources to help maintain interaction.
 I listen attentively and react to my partner’s opinion.
 I add comments to what others say.
 I maintain the conversation by elaborating on my ideas.
 I take time to think about what I am going to say.
 I share personal experiences.
 I remain on topic during discussions.
118
NOTE Please see the
SPEAQ website
for several posters
to print out for your
classroom.
REPRODUCIBLE 54
Let’s Speak English!
C1: Interacts orally in English
I interact orally in English!
• I don’t panic.
• I use strategies and resources.
• I take risks.
• I persevere.
What I do:
 I read or listen to the instructions carefully.
 I get ready to interact actively.
 I focus on the person speaking.
 I listen and react to their idea or opinion.
 I maintain interaction.
 I ask questions.
 I share my ideas.
 I give an explanation or example to support my opinions.
Interacting is not a monologue.
It is a two-way street that involves both listening and speaking.
LET’S TALK! A Handbook on Oral Interaction for Secondary
119
REPRODUCIBLE 55
IRME
Use this chart to keep track of functional language for each phase of oral interaction.
Initiate
React
Maintain
End
120
COOL!
You rock!
Date: ________
Date: …………......
This award is to
congratulate you on
your wonderful
participation!
Message:
Congratulations!
REPRODUCIBLE 56
To: ……………………………………..
Date: ……………
Great job !
To: ……………………………………..
Date: ……………
LET’S TALK! A Handbook on Oral Interaction for Secondary
121
Websites
Here are some websites that you may choose to plan extra speaking tasks and
topics to support the development of C1.
Here are some sample tasks for practicing English:
http://www.eslgold.com/speaking/tasks.html
What would you do if you were caught in a Natural Disaster such as a hurricane, earthquake or wild fire?
Think about your reactions before, during and after… Discuss with a friend how you would survive!
Beginning Speaking Tasks
Task 101: Greetings and Introductions
Task 103: Talking about Classroom Items
Topic 119: Talking about Sports
Topic 126: Talking about Occupations
More Topics for Conversation!
Intermediate Speaking Tasks
Task 201: Describing Things
Task 202: Narration (Telling about experiences)
Task 203: Hypothetical Situations
Task 204: Giving Opinions
Articles to Talk about
Advanced Speaking Tasks
Task 301: Articles for Discussion
Task 302: Talk about Today's News
Task 303: Talk about Current Topics
Task 304: For Your Information: Articles
More Advanced English Practice
Pronunciation Tasks
Task 401: P and F sounds
Task 402: Th sounds (voiceless)
Task 403: Th sounds (voiced)
Task 404: V sounds
More Pronunciation Tasks
Business English Tasks
Task 601
Task 602
Idioms Tasks
Task 701: Daily English lessons
122
More Websites to Support C1!
http://iteslj.org/questions/ (Conversation questions)
http://www.eslpartyland.com/teachers/nov/conv.htm#Reading (Conversation questions)
http://iteslj.org/Lessons/Brown-TalkingCards.html (Speaking activities with playing cards)
http://eleaston.com/speaking.html http://www.geocities.com/SoHo/Square/3621/Fluency.htm (Playing cards)
http://waze.net/oea/#Health (Oral communication activities with lesson plans)
http://iteslj.org/games/
http://iteslj.org/Lessons/
http://bogglesworld.com/question_prompts.htm (Great conversation prompts with an emphasis on vocabulary)
http://bogglesworld.com/conversations.htm (Short conversation activities for beginners)
Debates
http://www.eslflow.com/debateanddiscussionlessons.html (Everything you need for your debates in the
classroom)
http://7-12educators.about.com/library/howto/htdebate.htm (Information on how to hold an effective class debate)
http://www.webenglishteacher.com/debate.html (A wide variety of debate topics)
Role plays
http://www.eslflow.com/roleplaysdramatheatregames.html (Lots of ideas for role plays)
Vocabulary
http://www.esl-lab.com/ (Look for the 20-Minute ESL Vocabulary Lessons section.)
http://www.manythings.org/ (Games, puzzles, quizzes, etc.)
http://www.englishclub.com/webguide/Vocabulary/index.htm
http://www.englishclub.com/vocabulary/index.htm
http://web2.uvcs.uvic.ca/elc/studyzone/ (Vocabulary exercises divided by difficulty level)
http://www.englishclub.com/esl-quizzes/vocabulary-quizzes.htm (Quizzes)
http://www.englishpage.com/vocabulary/vocabulary.html
http://www.eslflow.com/vocabularylessonplans.html (Vocabulary teaching ideas)
http://www.eslflow.com/personalitycharacterlessonplans.html
http://dictionary-thesaurus.com/Wordlists.html
http://www.englisch-hilfen.de/en/words_list/vokabeln.htm
Word Lists
http://www.manythings.org/voa/words.htm
http://english-zone.com/index.php?ID=68 (Some sections are free to use.)
http://www.paulnoll.com/China/Teach/English-adjectives-1.html
http://www.paulnoll.com/China/Teach/English-antonyms-1.html
http://www.johnsesl.com/templates/vocab/
http://www.learnenglish.de/vocabpage.htm (Buildings, clothes, food, etc.)
Lists of Websites for Vocabulary Exercises and Activities
http://www.lclark.edu/~krauss/toppicks/vocabulary.html
http://www.caslt.org/research/esllinks1_5.htm
http://www.eduplace.com/graphicorganizer/
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
http://www.graphic.org/goindex.html
http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
http://olc.spsd.sk.ca/DE/PD/instr/strats/graphicorganizers/
http://www.2learn.ca/construct/graphicorg/organizers.html
LET’S TALK! A Handbook on Oral Interaction for Secondary
123