Three Modes of Communication
Interpretive
Presentational
Interpersonal
Three Modes of Communication
What is the mode of communica0on? 1
Prepare a poster about your
favorite sport.
2
Watch a travel video and jot down
places of interest.
3
Talk about what to do on the
weekend.
4
Send a letter to an e-pal.
5
Create a graphic organizer for new
vocabulary.
6
Create a skit where you buy
something in the market.
What is the mode of communica0on? 1
Prepare a poster about your
favorite sport.
Presenta0onal
2
Watch a travel video and jot down
places of interest.
Interpre0ve
3
Talk about what to do on the
weekend.
Interpersonal
4
Send a letter to an e-pal.
Interpersonal
5
Create a graphic organizer for new
vocabulary.
Interpre0ve
6
Create a skit where you buy
something in the market.
Presenta0onal
French AP - 2012
•  Section I (Interpretive Communication), 50% of exam score Multiple Choice: 65 items in 9 sets (4 reading sets, 2 sets that combine reading and listening, 3 listening sets) •  Section 2 (Interpersonal and Presentational Communication), 50% of exam score Free Response: 4 items •  Interpersonal Writing ▫  Students read a message and write a reply in which they respond to requests or questions posed in the message; they also ask for details about something mentioned in the message. •  Presentational Writing ▫  Students write a persuasive essay on a speciPic topic. In the essay, they present the viewpoints expressed in a print source and an audio source, and they state and support their own viewpoint on the topic. Students also cite information from a third source (e.g., a chart, map, or table) to support the response. •  Interpersonal Speaking ▫  Students participate in a simulated conversation (topic and situation are dePined) by following an outline of Pive exchanges (also provided). 5 responses x 20 seconds each. •  Presentational Speaking ▫  Students plan and give a two-­‐minute oral presentation on a speciPic topic related to one of the six course themes. In the presentation, students Pirst use description and narration to talk about their own experiences concerning the topic. Then, students make a comparison to something they’ve learned about the French-­‐speaking world in relation to the topic. There is no source material for this task; students may cite examples from class readings or discussions, personal observations or life experiences, etc. ACTFL Integrated Performance Assessment Interpre0ve Communica0on Students listen to, view and / or read an authen0c text and answer informa0on as well as interpre0ve ques0ons to assess comprehension. The teacher provides students with feedback on performance. Presenta0onal Communica0on Students engage in the presenta0onal mode by sharing their research/ideas/opinions. Sample presenta0onal formats: speeches, drama, skits, videos, radio broadcasts, posters, brochures, essays, websites, etc. Interpersonal Communica0on AGer receiving feedback students engage in communica0on about a par0cular topic which relates to the interpre0ve text. ACTFL Integrated Performance Assessment 1.  Interpre0ve Communica0on Phase Read and listen to informa0on on 2 endangered species. Complete a graphic organizer on each animal. 3. Presenta0onal Communica0ve Phase Narrate the story of one par0cular animal and create a mul0media public service announcement or adver0sement to call aSen0on to the plight of that endangered species. 2. Interpersonal Communica0on Phase Imagine a conversa0on that might take place between the 2 different endangered species. Iden0fy and describe “yourself”, comment on where you live, what the weather is like and comment on what you need to survive.
The Trifecta Students use all 3 modes of communication in any activity. Interpretive — They read, listen to and/or view information about the topic. Interpersonal — They talk with others about the topic in meaningful ways. Presentational — They have the opportunity to share what they have learned through writing or speaking with an audience. Required for an “A” Required for an “A” Three Modes of Communica0on Interpersonal Individual Accountability Allow students to practice an answer using a strategy such as think-pair-share.
Then, call on 3-4 students at random to give the answer. Students who have practiced with
their partner or group should be able to give a solid answer. A good answer
scores a 10. A zero is given only when students do not know what is expected.
Use the index cards over the course of a marking period. Total the points. If some
students have 4 answers and others have 2, use 3 as the average or 30 points.
Drop the lowest score for those who have 4 answers, use the average of the 2 to
determine a third score for those who have 2. Put the score into your gradebook
in an appropriate category.
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0 0 0 0 0 Individual Sea0ng Chart These points are recorded into the grade book as an individual score usually as par0cipa0on points. You will want to weight the grade so that it counts appropriately in the total grade. Individual students who worry about missing points can come in before or aGer school spending 5 minutes in the target language for 1 point. Points are only given for sentence level responses and only for responses in the target language. * *Those with more than 10 points earned a bonus point. Group Sea0ng Chart These points are recorded into the grade book as group work. The number of points should be insignificant in comparison to total points. Individual students who worry about missing points can come in before or aGer school spending 5 minutes in the target language for 1 point. Ver0cal Ar0cula0on Novice Novice learners speak using memorized words, phrases, sentences and very simple, memorized ques0ons. Their vocabulary is limited to personal and very familiar topics. Interview Grids Create grids that allow students to interview their peers. To complete the following grid, students would ask other students “Do you like to (ac0vity)?” The answer would contain an appropriate response “Yes, I oGen (ac0vity). No, I never (ac0vity). Never study Rarely watch TV ???? O0en John!
Always Ann!
Paul!
work swim Some-mes Grant!
Alysa!
Pe0t déjeuner ou déjeuner? Brainstorming Words/phrases about a mall Words/phrases about nature Words/phrases about animals Words/phrases on a fast food menu •  Ingredients in an omeleSe •  Words/phrases about sports •
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Brainstorming Procedure: •  1 minute to generate an individual list •  1 minute to share list with a partner. Each person adds new words to the list. •  Group students into group of 4, share and add. •  Go around the room calling out one word per group un0l all groups are out of words. Teacher records all words on something that can be displayed. •  Students pair -­‐ must create mini dialogue that seems appropriate to the situa0on, no notes but may look at displayed words. Set 0me limit appropriate for level. •  Students pair differently -­‐ same mini dialogue, list is not visible. Raise the proficiency level Create a sentence that combines the ideas in both images. 1. but 2. not 3. never 4. and 5. because 6. then 7. always Raise the proficiency level 1.
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I wanted to... I felt bad when... I would have..., but... I was glad that... My parents insisted... I was annoyed... I didn’t get to... Interpersonal Speaking Test Endangered Species Conven0on Role-­‐play: You are an animal or insect on the endangered species list. You’ve just met up with another animal or insect. Have a conversa0on in which you: • get to know each other • talk about where you live and the weather there • complain about what humans do to help and hurt Interpersonal Speaking Test Sports et Loisirs Role-­‐play B: You are being interviewed for a posi0on as a camp counselor. Have a conversa0on in which you: •  ask ques0ons to find out what you would do each day •  explain what you really like to do •  jus0fy why you don’t like to do something Intermediate Intermediate-­‐Low Intermediate-­‐low learners begin to create with language and are able to ask and respond to simple informa0onal ques0ons. Their vocabulary is sufficient to sustain basic communica0ve tasks. Intermediate Intermediate learners are able to speak using a string of sentences. They will ask and respond to ques0ons for clarificaton. Their vocabulary is sufficient to personalize and expand on topics. They have control of one 0me frame. Ask Ques0ons Teach Circumlocu0on FlyswaSer kitchen
knife
spoon
fork
plate
family room
bedroom
glass
bathroom
Teach Circumlocu0on hSp://www.epa.gov/nps/kids/whatwrng.html Maintain the Conversa0on Students try to keep the conversa0on going on a single topic by asking ques0ons and commen0ng on their partner’s responses. Each student has an envelope of ques0ons related to the topic to pull out when they get stuck. At the end of the 0me limit, students want to be the partner who pulled out the fewest ques0ons, signaling the partner who best sustained the conversa0on. ▫
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What do you like to do? What do you usually do in summer, winter, etc? What do you do when you have an evening at home? What is your favorite way to spend a Saturday? What chores do you have to do at home? When do you usually study? How oGen do you fix dinner? What do you cook? Talking about Realia…. Pair students. Give them a 0me limit and tell them to create a conversa0on that incorporates the informa0on found in the document. Students might wish to create this conversa0on using GoAnimate. Conversa0onal Grammar Travel memories Two students are reminiscing about what they did when traveling on the student trip last year. Ask and answer ques0ons as you revisit specific details. You know that your teacher is eavesdropping. Add in a few details for her benefit. Packing for a trip You are packing for a trip. Your mom wants to make sure you’ve remembered everything. You know exactly how the conversa0on will go. It always happens. “Do you have your phone charger?” Yes, I have it, etc. Worry Warts You are geong ready to travel overseas for the first 0me. Your friend has traveled abroad before. You are the worry wart. Your friend tries to reassure you, but occasionally takes delight in adding to your worries. Travel Gurus You are an experienced interna0onal traveler and have volunteered to answer ques0ons at a group mee0ng of adults who will travel abroad for the first 0me. Respond to their ques0ons as you focus on what they will need to do to get ready for thetrip. Create performance-­‐based assessments Design a summa0ve interpersonal task that captures all of the communica0ve goals for the unit. You may want to create the illusion of different tasks, but the goals of each task should be nearly iden0cal. Role-­‐play A: You are traveling with your friend. Come to agreement over the schedule for the day balancing the things that you both really want to see and do. Have a conversa0on where you: •  make sugges0ons on what to see and do giving reasons for your choices •  accept and reject the sugges0ons made by your friend •  organize the agenda for the day deciding what to do first, second, last commen0ng on how you will move from one ac0vity to another •  debate and compromise over the perfect place for lunch or dinner Role-­‐play B: You are speaking with someone who is an expert on the area of (France) that you will be visi0ng for a day. Have a conversa0on where you: •  share what you think you want to see and do giving reasons for your choices and listen to the sugges0ons that are given •  accept and reject the sugges0ons made by the expert •  decide what to do first, second, last and consider how you will move from one ac0vity to another •  ask for informa0on on good op0ons for lunch or dinner Role-­‐play C: You are spending a day with your cousin in (France). Come to agreement over the schedule for the day balancing the things that you both really want to see and do. Have a conversa0on where you: •  make sugges0ons on what to see and do giving reasons for your choices •  accept and reject the sugges0ons made by your cousin •  organize the agenda for the day deciding what to do first, second, last commen0ng on how you will move from one ac0vity to another •  debate and compromise over the perfect place for lunch or dinner Task-­‐Based Speaking Assessment Rubric Parkway School District Proficiency-­‐Based Speaking Assessment Rubric Tes0ng Day On-­‐deck Area 1. Students: • Select task • Prac0ce both roles Performance Area 2. •  Use the technology that is available to you, low-­‐tech op0ons will work •  Select random partners on the day of the test, determine and post the order •  Assign work to students, oGen a presenta0onal assessment will work well •  Create an ondeck area where each pair draws a situa0on at random, prac0ces for 2 minutes and prepares to take either part •  Move the ondeck students to a sta0on in front of you. Set a 0mer for a set amount of 0me and indicate which partner should start the conversa0on. •  Call 0me if necessary. Mark the rubric before asking the next pair to move to the sta0on in front of you. Teacher: • Indicates who starts • Sets 0mer • Assesses performance 3. Students in class work quietly on assigned task.