From Intermediate to Advanced:
Opening the Mind to Extended Discourse
Handout available at: https://web.utk.edu/~wiley/
Paul A. García, Ph.D.
University of Kansas (Retired)
Visiting Associate Professor, Foreign Language Education
Director (int.), Second Language Acquisition/Instructional Technology Ph.D. Program
University of South Florida (Tampa)
[email protected]
Todd A. Hernández, Ph.D.
Assistant Professor of Spanish
Department of Foreign Languages & Literatures
Marquette University (Milwaukee)
[email protected]
Patricia Davis-Wiley, Ph.D.
Professor, World Language/English as a Second Language Education
The University of Tennessee (Knoxville)
College of Education, Health & Human Sciences
[email protected]
Presented to the:
American Council on the Teaching of Foreign Languages
2008 Annual Convention & World Languages Expo
Orlando, Florida: Swan & Dolphin Hotel
Saturday, November 22, 2008
Americas Seminar Room, 10:00 a.m. - 11:15 a.m.
1
Agenda
I.
Introductions
II.
Context + Schemata = Framework
a.k.a.: NCATE, OPI, TBI, CBI
III.
Novice to Advanced: Stretch!
A.
B.
What we do for Novice instruction
1.
Skills and Predisposition
a.
L2 knowledge in place
b. Three Modes of Communication
2.
Beszélsz magyarul?
(Model Connections to Advanced)
Steps to Advanced Instruction
1
2
3
4
5
6
Circumlocution
Discourse Markers
Information Gap
Interview
Past Narration
Role Play
IV.
Discussion: “Steps to Superior”
V.
Summary & Conclusion
2
Assessment Criteria--Speaking
Proficiency
Level
Superior
Functions
Context/Content
Accuracy
Text Type
-can support/defend an
opinion
-most formal and informal settings
-no patterns of errors in
basic structures
Extended
discourse
-broad range of general interest topics
-can hypothesize
Advanced
-can persuade
-can narrate & describe in
major time frames
-can compare & contrast
-some special fields of interest &
expertise
-most informal & some informal
settings
-concrete topics such as personal
interests, work, & current events
-errors almost never
interfere with communication
-understood without difficulty by
speakers unaccustomed to
interacting with non-native
speakers
Paragraphs
-some miscommunication
-can circumlocute
-elementary grammar/syntax
is quite accurate
-can deal with an
unanticipated complication
-patterns of errors in more
complex structures
Intermediate
-can create with language
-some informal settings
-everyday survival topics
-can ask & answer questions
-understood, with some
repetition, by speakers
accustomed to interacting
with non-native speakers
Discrete
sentences
-may be difficult to understand,
even for speakers accustomed
to interacting with non-native
speakers
Individual
words &
phrases
-simple questions & answer situations
-routine travel needs
-can participate in brief
conversations
Novice
-can use limited memorized
material in simple
statements
or questions
-minimum courtesy requirements
-simple facts about self or others
-colors, clothing, weather, weekdays…
-can use formulaic
expressions
Note: A rating at any major level is arrived at by the sustained performance of the
functions of the level, within the contexts and content areas for that level, with the degree of
accuracy described for the level, and the text type of the level. The performance must be
sustained across ALL of the criteria for the level in order to be rated at that level.
Source: Adapted from Swender, 1999, p. 31.
3
ACTFL OPI Characteristics
Objective:
Identify the category, “Superior” or “Advanced” or “Intermediate” or
“Novice,” for each statement below. All phrases reflect OPI speaking levels.
Directions:
1. Place “S” or “A” or “I” or “N” to the left of each phrase.
2. “S” = “Superior;” “A” =“Advanced;” “I” = “Intermediate;” “N” = Novice.
3. Note that there may be more than one phrase for each of the four levels.
_____ Participates in brief conversations
_____ Uses formulaic and rote utterances
_____ Asks and answers simple questions
_____ Compares and contrasts
_____ Narrates and describes in major time frames
_____ Hypothesizes
_____ Speaks in words and phrases
_____ Speaks in extended discourse length
_____ Creates with language
_____ Handles a situation that presents an unanticipated complication
_____ Speaks in paragraph-length discourse
_____ Persuades
_____ Speaks in discrete sentences unconnected to one another
_____ Circumlocutes
_____ Supports and defends an opinion
4
Oral Proficiency Guidelines
American Council on the Teaching of Foreign Languages (Revised, 1999)
ADVANCED LOW
Speakers at the Advanced-Low level are able to handle a variety of communicative tasks,
although somewhat haltingly at times. They participate actively in most informal and a limited
number of formal conversations on activities related to school, home, and leisure activities and,
to a lesser degree, those related to events of work, current, public, and personal interest or
individual relevance. Advanced-Low speakers demonstrate the ability to narrate and describe in
all major time frames (past, present and future) in paragraph length discourse, but control of
aspect may be lacking at times. They can handle appropriately the linguistic challenges presented
by a complication or unexpected turn of events that occurs within the context of a routine
situation or communicative task with which they are otherwise familiar, though at times their
discourse may be minimal for the level and strained. Communicative strategies such as
rephrasing and circumlocution may be employed in such instances. In their narrations and
descriptions, they combine and link sentences into connected discourse of paragraph length.
When pressed for a fuller account, they tend to grope and rely on minimal discourse. Their
utterances are typically not longer than a single paragraph. Structure of the dominant language is
still evident in the use of false cognates, literal translations, or the oral paragraph structure of the
speaker's own language rather than that of the target language. While the language of
Advanced-Low speakers may be marked by substantial albeit irregular flow, it is typically
somewhat strained and tentative, with noticeable self-correction and a certain grammatical
roughness. The vocabulary of Advanced-Low speakers is primarily generic in nature.
Advanced-Low speakers contribute to the conversation with sufficient accuracy, clarity, and
precision to convey their intended message without misrepresentation or confusion. They are
understood by native speakers unaccustomed to dealing with non-natives, even though this may
be achieved through repetition and restatement. When attempting to perform functions or handle
topics associated with the Superior level, the linguistic quality and quantity of their speech will
deteriorate significantly.
INTERMEDIATE HIGH
Intermediate-High speakers are able to converse with ease and confidence when dealing with
most routine tasks and social situations of the Intermediate level. They are able to handle
successfully many uncomplicated tasks and social situations requiring an exchange of basic
information related to work, school, recreation, particular interests and areas of competence,
though hesitation and errors may be evident. Intermediate-High speakers handle the tasks
pertaining to the Advanced level, but they are unable to sustain performance at that level over a
variety of topics. With some consistency, speakers at the Intermediate High level narrate and
describe in major time frames using connected discourse of paragraph length. However, their
performance of these Advanced-level tasks will exhibit one or more features of breakdown, such
as the failure to maintain the narration or description semantically or syntactically in the
appropriate major time frame, the disintegration of connected discourse, the
misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure
to successfully circumlocute, or a significant amount of hesitation. Intermediate-High speakers
can generally be understood by native speakers unaccustomed to dealing with non-natives,
although the dominant language is still evident (e.g. use of code-switching, false cognates, literal
translations, etc.), and gaps in communication may occur.
ACTFL. Proficiency Guidelines Speaking. Retrieved July 4, 2008, from http://www.actfl.org/files/public/Guidelinesspeak.pdf
5
Structure of the Simulated Oral Proficiency Interview
Language Function
Level
Ask questions
Intermediate
Describe a place / activities
Intermediate
Give directions
Intermediate
Narrate in present time
Advanced
Narrate in past time
Advanced
Discuss personal activities
Intermediate
Explain a process
Advanced
State advantages and disadvantages
Advanced
Support an opinion
Superior
Hypothesize
Superior
Speak with tact
Advanced
Speak to persuade someone
Superior
Propose and defend a course of action
Superior
Give a talk
Superior
Give advice
Advanced
Center for Applied Linguistics (1995). Spanish speaking test rater training kit. Washington, DC: Author, p. 16.
6
7
Developing Advanced-Level Language
Language function
Describe
Compare and contrast
Narrate in the present
Narrate in the past
Narrate in the future
React and recommend
Hypothesize
Support an opinion
Structures
-Ser and estar
-Tan…como
-Tanto/a/os/as...como
-Más/menos…que
-Present indicative
-Preterite
-Imperfect
-Future time
-Subjunctive in adverbial clauses
-Subjunctive in noun clauses
-Commands
-Conditional
-Past subjunctive
Source: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3rd ed.). New York: McGraw-Hill, p. 8.
8
Circumlocution (1 of 2)
estudiante 1
¿Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe
tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para…es lo
que…es la persona que…es la acción de…es cuando…
modelo: (rebelarse) es la acción de oponerse a una autoridad…
1. animado/a
2. la peluca
3. rectificar
4. sumiso/a
estudiante 2
¿Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe
tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para…es lo
que…es la persona que…es la acción de…es cuando…
modelo: (rebelarse) es la acción de oponerse a una autoridad…
5. el poder
6. el malhumor
7. risueño/a
8. la tijera
9
Circumlocution (2 of 2)
español 83
examen 1
nombre _____________________
sección ______________________
1. ¿Qué quiere decir la palabra…? Tu amigo te pregunta el significado de unas palabras en
español. Define cinco (5) de las siguientes palabras. No escribas más de dos oraciones por cada
palabra. (10 puntos)
el pasamontañas
rectificar
indeciso/a
arrepentirse el acontecimiento
entristecerse
la meta
la peluca
arriesgarse
el encuentro tutear desanimarse
risueño/a enterarse
sumiso/a
1. ____________________
________________________________________________________________________
________________________________________________________________________
2. ____________________
________________________________________________________________________
________________________________________________________________________
3. ____________________
________________________________________________________________________
________________________________________________________________________
4. ____________________
________________________________________________________________________
________________________________________________________________________
5. _____________________
________________________________________________________________________
10
Discourse Markers (1 of 3)
Discourse markers are linguistic devices used to organize and sequence a text—oral or written.
Can you identify the discourse markers used in this narration about the daily routine of a student
at Marquette University? Underline the discourse markers in this narration.
El estudiante típico se levanta a las 7:00 puesto que tiene clases temprano por la mañana.
Después, el estudiante típico se ducha. No tiene mucho tiempo porque tiene clases a las
8:00. Por eso, ¡no desayuna! Durante el día asiste a sus clases. Generalmente, el estudiante
típico almuerza con amigos a la una de la tarde. Después, regresa a su residencia donde
estudia por unas dos o tres horas. Luego, por la noche, sale con sus amigos…
11
Discourse Markers (2 of 3)
Secuencia de tiempo:
primero
segundo
al principio
al mismo tiempo
después
durante
finalmente, al final
entonces, luego
mientras
cuando
de repente
first
second
at first
at the same time
after
during
finally, in the end
then
while
when
suddenly
Resultado:
por eso
por lo tanto
therefore, for that reason
therefore
Contraste:
al contrario
en cambio
por otro lado
sin embargo
pero
on the contrary
on the other hand, instead
on the other hand
however
but
Para añadir:
además
también
besides
also
Condición:
puesto que
tan pronto como
ya que
since, given that
as soon as
since, given that
Conclusión:
Así que…
En conclusión
So…
In conclusion…
Adapted from: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3rd ed.). New York: McGraw-Hill.
12
Discourse Markers (3 of 3)
Step 1. Students are provided with strips of paper in an envelope. Each strip of paper contains
one sentence from the text. Students combine the sentences in order to re-construct the text. The
first group to re-construct the text is the winner.
Note: Students are given one of two different versions of the text. The first version (version A)
contains discourse markers. The second version (version B) does not contain discourse markers.
Step 2. Students compare version A with version B.
La araña (version A)
Sentí algo en la mano. Por eso miré la mano y era una araña. Fui a decirle: “¿Qué haces aquí?”
Pero la araña se me adelantó y me dijo: “¿Qué haces aquí? Entonces fui a decirle: “No quisiera
molestarte, pero este es mi mundo, y debes irte…” Otra vez la araña se me adelantó y me dijo:
“No quisiera molestarte, pero este es mi mundo y tú debes irte.” Comprendí que así era posible
dialogar. Al final, le dejé la mano y me fui.
La araña (version B)
Sentí algo en la mano. Miré y era una araña. Fui a decirle: “¿Qué haces aquí?” La araña se me
adelantó y me dijo: “¿Qué haces aquí? Fui a decirle: “No quisiera molestarte, pero este es mi
mundo, y debes irte…” La araña se me adelantó y me dijo: “No quisiera molestarte, pero este es
mi mundo y tú debes irte.” Comprendí que así era posible dialogar. Le dejé la mano y me fui.
Adapted from: Anderson-Imbert, Enrique. (1961). El grimorio. Buenos Aires: Editorial Losada.
Step 3. In “La araña,” an insect speaks with the narrator. In pairs, write a brief conversation
between a person and a favorite insect or animal. Perform the conversation for the class.
13
Information Gap Activities
Definition:
One student has information that another
student needs to obtain to complete a
communicative act (task)
Rationale:
-- Obligates students to interact in the target
language to accomplish a communicative
task in a brief period of time
-- Provides a meaningful context for language
learning activities
-- Permits students to learn how to ask for
clarification, request information, and
negotiate meaning for understanding,
all within a meaningful context
14
Role of Teacher:
--
Provides activities that are focused and specific, with
specific and measurable outcomes, even including
rubrics
--
Supervises, monitors, and assumes role of checking
for completion of activity (and thus makes students
responsible for task objectives)
Role of Student:
--
Assumes role of participant
--
Takes assignment and understands objective(s)
--
Has materials for understanding and “clues” at hand
--
Coaches/assists partner participant
--
Completes task, rehearses if time
--
Responds to teacher check for responsibility of task
15
Information Gap Activities Blueprint
1. Context
2. Communicative function(s)
3. Language structure(s)
4. Specific task(s)
5. Support aspects
6. Directions and models
7. Time limit
8. Comprehension check and proofing
9. Extension activities
16
Blueprint:
Objective:
Standards:
1. Context:
Students use the subte to
explore Buenos Aires
(1.1, 1.2, 5.1)
2. Communicative
function(s):
Request information
Give directions
(1.1, 1.2)
3. Language
structure(s):
Question formation
“Es necesario…” to
express obligation
(1.1, 1.2, 2.1)
4. Specific task(s):
Vamos a explorar Buenos (1.1, 1.2, 2.1)
Aires en el subte. Tú y tus
amigos están de vacaciones.
Quieren ir a varios sitios de
interés en Capital Federal.
Tienes que preguntar a un
argentino cómo ir
17
Blueprint:
Objective:
5. Support aspects:
Directions to the tourist:
(1.1, 1.2, 4.1)
In this activity you need
to ask for directions to
different subway stops.
If you do not understand the
directions, you can ask for
clarification and/or repetition:
¿Cómo?
¿Qué?
Repita, por favor.
Directions to the Argentine:
In this activity you need to
assist a U.S. tourist with
directions to different
subway stops. To make sure
he/she understands, you can
use one of these phrases:
¿Entiende?
¿Está claro?
¿Se ubica?
18
Standards:
Blueprint:
Objective:
6. Directions
and models:
Use the model below to
help you answer. ¡Ojo!
Afterward, I will ask a
group to re-enact the
situation.
Standards:
(1.1, 1.2)
Model:
(Turista): ¿Cómo voy desde
Plaza Italia hasta Uruguay?
(Argentino): Es necesario usar
la D, dirección Catedral. Luego,
es necesario tomar la combinación
9 de Julio, para la línea B, dirección
Federico Lacroze.
7. Time limit:
Five minutes.
8. Comprehension
check & proofing:
Teacher checks for understanding
and completion of activity.
9. Extension activities:
Vamos a ver Buenos Aires (1.1, 1.2)
El cine
(2.2, 4.2)
Postal digital
(5.1, 5.2)
19
Lee and VanPatten offer several tasks that language
learners can complete as part of their interactions:
• Filling in a grid, chart, or table
• Writing a paragraph
• Making an oral report
• Answering questions
• Sharing information for comparative purposes
• Creating an outline
• Creating a list of questions
• Creating a survey
• Drawing something (picture, graph, diagram)
• Creating a photo montage
20
Buscando un apartamento en Buenos Aires
Step 1:
Student 1:
You are a participant on a study abroad program in
Buenos Aires and need to look for an apartment.
Your task is to call a real estate agent to find out
information about different apartments. Ask your
questions in complete sentences and fill in the chart.
Student 2:
You are a real estate agent in Buenos Aires. Your
task is to answer a client’s questions about different
apartments. Consult the apartment ads and answer
your client’s questions in complete sentences.
Step 2:
1. Compare and contrast apartments [Worksheet].
2. Choose apartment.
3. Explain reasons for your choice to your partner.
4. Share information with class.
21
Buscando un apartamento en Buenos Aires
Directions for Student 1:
--You are a participant on a study abroad program in
Buenos Aires and need to look for an apartment. Your
task is to call a real estate agent to find out information
about different apartments. Ask your questions in
complete sentences and fill in the chart.
Apartamento 1
Alquiler ($)
Ubicación
Muebles (Sí/No)
Aire
acondicionado
(Sí/No)
Número de
ambientes
Número de baños
Balcón (Sí/No)
Metros cuadrados
Datos adicionales
22
Apartamento 2
Buscando un apartamento en Buenos Aires
Directions for Student 2:
--You are a real estate agent in Buenos Aires. Your task is
to answer a client’s questions about two different
apartments. Consult the apartment ads and answer your
client’s questions in complete sentences.
Apartment 1:
Apartment 2:
23
Buscando un apartamento en Buenos Aires
Some Additional Activities:
--
Students create an apartment ad
--
Use Internet to explore real estate ads
Visit http://www/clasificados.clarin.com
Click on “Inmuebles.”
--
Listen to authentic apartment ads
--
Compare and contrast apartments and houses in
Argentina and the United States
Adaptation from: Theisen, T. (1997). Exploring multiple intelligences:
respecting the diversity of learning. In: R. DiDonato (Ed.), Building
community through language learning. Lincolnwood, Illinois: National
Textbook Company.
24
Apto. #1: Ubicación: Belgrano
Descripción:
Moderno departamento 38 mt2, totalmente
amoblado,1 ambientes en Studio. Totalmente
equipado Baño, Kitchenet, Cocina, Microondas,
Cafetera, Balcón/Terraza, Servicio de Mucama, Compaq
Presario Win XP con conexión a Internet en Banda Ancha
FibraOptica, TV Color 30", Stereo, Caja de Seguridad
Codificada, A/C con Calefacción, Servicio de Minibar.
Servicios del Edificio: Portero y Seguridad 24 horas, Sauna,
Gimnasio, Spa, Piscina Olímpica, Climatizada, Excelente Vista
de la Ciudad.
Apto. #2: Ubicación: Recoleta
Descripción:
Moderno departamento en contra frente de 2 ambientes con 50
m2 de superficie. Living/comedor con mesa y 4 sillas
modernas. Cocina con lavadero equipada con refrigerador con
freezer, horno microondas, cocina con horno y 4 hornallas,
cafetera, licuadora y tostadora. Vajilla completa. Dormitorio
con cama matrimonial, mesa de noche a ambos lados, placard y
cortinado cubriendo la ventana. Baño completo. Todo el
departamento posee pisos en madera y gran ventanal con balcón
terraza y vista al pulmón de manzana que permite mucha luz a
los ambientes. Cuenta con equipo de aire acondicionado y Tv.
25
Vamos a tomar el subte
Directions for Student 1:
-You are a participant in a study abroad program in Buenos
Aires and you want to use the “subte” to visit different places in
Capital Federal. Your task is to ask for directions.
-¡Necesito ayuda! You can ask for clarification and/or repetition
with one of these phrases: (1) ¿Cómo? (2) ¿Qué? (3) Repita, por
favor.
-Use the model below to help you answer. Be sure to complete
the chart with the directions. ¡Ojo! Afterward, I will ask a group
to re-enact the situation. DO NOT LOOK AT THE MAP!
Model:
[Estudiante]: ¿Cómo voy desde Plaza Italia hasta Uruguay?
[Argentino]: ¿Es necesario usar la D, dirección Catedral.
Luego, es necesario tomar la combinación 9 de
Julio, para la línea B, dirección Federico Lacroze.
Preguntas
1. ¿Cómo voy desde la
estación Retiro hasta Río de
Janeiro?
Respuestas
1.
2. ¿Cómo voy desde la
estación Entre Ríos hasta
Lavalle?
2.
3. ¿Cómo voy desde la
estación Catedral hasta San
Juan?
3.
26
Vamos a tomar el subte
Directions for Student 2:
-You are a native Argentine. A U.S. student will ask you for
assistance with directions for the “subte.” Your task is to answer
his/her questions.
-¡Este turista! You can use one of these phrases to make sure
the student comprehends the directions: (1) ¿Entiende? (2) Está
claro? (3) ¿Se ubica? (4) ¡Escríbalo!
-Consult the “subte” map and the model to help you answer.
Make sure your partner completes the chart as you provide the
directions. ¡Ojo! After each question, I will ask a group to reenact the situation.
Model:
[Estudiante]: ¿Cómo voy desde Plaza Italia hasta Uruguay?
[Argentino]: ¿Es necesario usar la D, dirección Catedral.
Luego, es necesario tomar la combinación 9 de
Julio, para la línea B, dirección Federico Lacroze.
Preguntas
1. ¿Cómo voy desde la
estación Retiro hasta Río de
Janeiro?
2. ¿Cómo voy desde la
estación Entre Ríos hasta
Lavalle?
3. ¿Cómo voy desde la
estación Catedral hasta San
Juan?
Respuestas
1.
2.
3.
27
28
29
Interview (1 of 2)
Paso 1. Pídele a un hablante nativo del español que describa brevemente: el día más feliz/ triste /
emocionante / importante / memorable de su vida. Graba la narración.
Paso 2. Transcribe la narración. Subraya todas las formas del pretérito y del imperfecto. Explica
por qué el hablante usó el pretérito o el imperfecto.
Estudiante transcribe: El día más emocionante de mi vida fue cuando gané una beca para
estudiar aquí en la universidad. Pues, me acuerdo que estaba en casa cuando recibí la
llamada…
Estudiante escribe: El hablante usó fue (pretérito) porque se refiere a una situación acabada.
Gané (pretérito) también se refiere a una acción acabada. El hablante ganó el premio una vez. El
hablante usó estaba (imperfecto) porque es descripción en el pasado. Recibí (pretérito) porque
es una acción acabada o completa. El hablante recibió la llamada una vez.
Paso 3. Subraya todas las palabras de transición, como “primero,” “pues,” “entonces,”
“después,” etc.
Paso 4. Completa el cuadro con las palabras de transición que subrayaste en paso 3. ¡Ojo! Debes
decidir si cada transición representa “secuencia de tiempo,” “resultado,” “contraste,” etc.
Secuencia
de tiempo
Resultado
Contraste
Para añadir Condición
Conclusión
Paso 5. En parejas, describan el día más feliz, triste, emocionante, importante o memorable de su
vida. Usen verbos en el pretérito y en el imperfecto al elaborar la narración. Deben utilizar
también palabras de transición.
Source: Adapted from Lunn & DeCesaris, 1992, p. 39.
30
Interview (2 of 2)
Étape 1. Demandez à un Francophone de vous décrire brièvement : la journée la plus
heureuse/triste/émotionnelle/mémorable de sa vie. Enregistrez la narration.
Étape 2. Transcrivez la narration. Soulignez toutes les formes au passé et à l’imparfait.
Expliquez pourquoi le passé et l’imparfait ont été utilisés.
L’étudiant transcrit : La journée la plus heureuse de ma vie a été quand j’ai gagné une bourse
pour étudier ici à l’université. Je me souviens que j’étais à la maison quand j’ai reçu l’appel…
L étudiant écrit : le narrateur a utilisé a été (le passé composé) parce qu’il fait référence à une
situation terminée. Pour l’emploi de j’ai gagné (le passé composé), il se réfère a un fait qui
s’est produit une seule fois. Le narrateur a employé j’étais (imparfait), car il s’agit d’une
description du passé. j’ai reçu (passé) car cette action est achevée ou complète. Le narrateur a
reçu l'appel une seule fois.
Étape 3. Soulignez tous les mots de transition, tel que « premièrement », « parce que »,
« alors », « puis» et ainsi de suite.
Étape 4. Complétez le tableau avec les mots de transition soulignés à l'étape 3. Attention, vous
devez décider si chaque transition représente « séquence de temps », « résultat », « contraste », et
ainsi de suite.
Séquence
de temps
Résultat
Contraste
Pour ajouter
Condition
Conclusion
Étape 5. En paires, décrivez le jour le plus heureux, triste, passionnant, important ou mémorable
de votre vie. Utilisez des verbes au passé composé et à l'imparfait en élaborant l'histoire. Vous
devez aussi utiliser des mots de transition.
31
Narration in the Past (1-A of 4)
Student 1
Paso 1. Your partner has a series of pictures. You have the five missing pictures that your
partner needs to complete the story. Together describe your pictures in order to tell the story.
When you finish, give the story a title. Use expressions such as:
El hombre salió a correr…
(Él) estaba corriendo y de repente…
Mientras él corría…
You begin: Un señor estaba en el cuarto de baño…
Source: Adapted from Garner, Rusch, & Domínguez, 1991.
32
Narration in the Past (1-B of 4)
Student 2
Paso 1. Your partner has a series of pictures. You have the four missing pictures that your
partner needs to complete the story. Together describe your pictures in order to tell the story.
When you finish, give the story a title. Use expressions such as:
El hombre salió a correr…
(Él) estaba corriendo y de repente…
Mientras él corría…
Your partner will begin.
Source: Adapted from Garner, Rusch, & Domínguez, 1991.
33
Narration in the Past (2 of 4)
Paso 2. ¿Qué le pasó a Juan? Your friend Marina has just sent you an e-mail in which she
describes an experience she had at the gym. This reminds you of an incident that happened to
your friend Juan last week when he decided that he needed to lose weight. Based on the story
shown in the pictures, write an e-mail to Marina in which you recount for her what happened to
Juan. Be sure to underline: (1) verbs in the preterite and imperfect and (2) discourse
markers. You should write about ten (10) sentences.
Para:
De:
Re:
¡Hola Marina!
Sample response:
¡No te preocupes! Esas cosas pasan. Mi amigo Juan tuvo una experiencia similar. Un día
Juan estaba leyendo un libro en el cuarto de baño. El libro se llamaba Pierda Peso. El subió
la balanza en su baño para ver cuánto pesaba. ¡Pesaba 100 kilos! Por eso decidió salir a
correr. Al principio todo estaba bien. Más tarde Juan estaba corriendo por la calle cuando
de repente vio a una amiga. Estaba hablando con su amiga cuando se cayó en un pozo. ¡Qué
mala suerte! Juan era muy dedicado todavía. Por eso decidió seguir corriendo. Estaba
corriendo por la calle otra vez cuando un carro pasó. El carro tiró agua encima de Juan. El
dijo “¡basta!” Entonces, decidió volver a casa. Corría a casa cuando un perro lo atacó. Al
final, después de un día difícil, Juan llegó a casa. Estaba enfermo. El tiró el libro en la basura
puesto que no perdió nada de peso. ¡Pobre Juan!
34
Narrateur dans le passé (3-A de 4)
Étudiant 1
Étape 1. Your partner has a set of pictures. You have the five missing pictures that your partner
needs to complete the story. You and your partner will need to describe your pictures in order to
tell the story. Decide on a title for the story after you finish. Use expressions such as:
Le téléphone a sonné…
Pendant que le lion est passé par le ATM …
Le circus est venu...
You begin.
À dix heures dix...
35
Narrateur dans le passé (3-B de 4)
Étudiant 2
Étape 2. Your partner has a set of pictures. You have the four missing pictures that your partner
needs to complete the story. You and your partner will need to describe your pictures in order to
tell the story. Decide on a title for the story after you finish. Use expressions such as:
Le téléphone a sonné…
Pendant que le lion est passé par le ATM…
Le circus est venu...
Your partner will begin.
36
Narrateur dans le passé (4 de 4)
Étape 2. Qu'est-il arrivé à Jean? Votre ami, Marie, vous a juste envoyé un e-mail dans lequel elle
décrit une expérience qu'elle a eu à la salle de gym. Cela vous rappelle un incident qui s'est
produit à votre ami Jean la semaine dernière quand il a décidé de perdre du poids. Sur la base de
l'histoire montrée par les images, écrivez un e-mail à Marie ou vous lui racontez ce qui est arrivé
à Jean. Soyez sure de souligner: (1) les verbes au passé composé et à l'imparfait (2) les mots de
liaison. Vous devriez écrire approximativement dix (10) phrases.
De:
Á:
Re:
Salut, Marie!
Exemple de réponse:
Ne vous inquiétez pas! Ces choses arrivent. Mon ami Jean a eu une expérience
semblable. Un jour, Jean était en train de lire un livre dans la salle de bain. Le livre
s’appelait Perdre du Poids. Il est monté sur la balance dans sa salle de bain pour
voir combien il pesait. Il pesait 100 kilos! Il a décidé d’aller courir. Au début tout
allait bien. Plus tard, Jean était en train de courir dans la rue lorsque
soudain, il a vu une amie. Il parlait avec son amie quand il est tombé dans un puit.
Quelle chance! Jean a été très dévoué jusqu'à maintenant. C'est la raison pour
laquelle il a décidé de continuer à courir. Une autre fois, il courrait dans la rue
quand une voiture passait. La voiture a jeté l'eau sur Jean. Il a dit « assez! » Alors,
il a décidé de revenir à la maison. Il courait la maison quand un chien l’a attaqué.
Enfin, après une journée dure, Jean arriva à la maison. Il était malade. Il a jeté le
livre à la poubelle car il n’a perdu aucun poids. Pauvre Jean!
37
Advanced Level Role-Plays (French)
1. Tiffany and Jason have just arrived at their hotel on the Rive Gauche (Paris)
after a long trans-Atlantic flight. They both decide to go to their rooms,
shower and take a nap before going out for the evening. After stepping out
of the shower and drying off, Tiffany tries to open the bathroom door and
the door knob falls off in her hand.
Role-play the conversation between Tiffany and the front desk where NO
ONE speaks English.
2. You have just arrived at the train station in a small little village in Southern
France. You’ve just paid the taxi driver, who has just driven away. As you
are reaching for your suitcase and backpack, you realize that you no longer
have your wallet and passport. They must have fallen in the back seat of the
taxi where you were seated.
Role-play the conversation between you and the ticket agent at the train
station. To your grief, he is the only official at the station and he speaks no
English.
3. You have just left your French friends’ home and are now on your way back
to your hotel in town in your little rented Peugeot. You’ve driven about
halfway back to town (about 30 kilometers) when the car you’re driving
comes to a dead stop. Lucky for you, there is an old farmhouse visible a
couple of kilometers from you.
Role-play the conversation between you and the resident of the
farmhouse…an elderly woman who has no idea what you are saying to her
in English.
38
Role-Play Activities
Title: In the airport
ROLE A: It is 9:00 a.m. You have just arrived at the Madrid airport. Your luggage is not in the
baggage claim area. You speak with the service representative at Iberia airlines. Explain what
happened. Describe your luggage. Make arrangements to have your bags delivered to your hotel.
Be sure to explain that you need your bags as soon as possible since you have to meet some
friends for a elegant dinner at 10:00 p.m.
ROLE B: You are the service representative at Iberia airlines. You are responsible for entering
clients’ luggage information into the computer. You need to ask the color, dimensions, and
contents of their bags. You also need to ask clients for their address in Madrid so that Iberia can
deliver their luggage. Your supervisor, however, has informed you that there will be no more
deliveries until 8:00 a.m. tomorrow because of the high volume of lost luggage.
Title: Friends and cars1
ROLE A: Your friend has just bought a new car and has left it in your care while on a weekend
trip with his or her parents. Knowing that you also want to buy a new car, your friend has given
you permission to use it. While driving the car, it stalls in a deserted place. You go for help.
When you return, you notice that someone has smashed in the side of the car and has left the
scene of the accident. Explain what happened to your friend.
ROLE B: You have just bought a new car. You are going on a weekend trip with your parents,
so you leave the care in the care of a friend. This friend is also interested in buying a new car, so
you give your friend permission to use the car while you are gone. Your friend does not know it,
but if he or she buys a car from the dealership that sold you the car, you will receive a sales
commission. You have returned from your trip and now ask your friend how he or she liked the
car.
Title: Returning a gift2
ROLE A: Your parents gave you an expensive leather jacket for Día de Reyes, a holiday that is
on January 6. It’s March 1 and you have not used your jacket yet. You are two weeks behind in
your rent, so you need money. You decide to go to the store to return the jacket. Your parents
gave you the receipt in case you wanted to exchange it.
ROLE B: Today is March 1 and you have been working for one week at Merocuero, a store that
specializes in leather clothing. Your boss is strict. He has warned you that you must follow store
policies. Store policies include: (1) No exchanges without a receipt (2) All exchanges are for
store credit. No cash. Exception: a defective article of clothing. (3) No exchanges for clothing
purchased more than one month ago.
1
Adapted from DiPietro, R.J. (1987). Strategic interaction: Learning languages through scenarios. New York:
Cambridge University Press.
2
Adapted from Garner, L.C., Rusch, D., & Domínguez, M. (1991). En parejas: A four-book series of
communicative activities. Boston: Houghton Mifflin.
39
Debate Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Do United States and international economies benefit from illegal immigration?
Should universities require all undergraduates to have a minimum of four
semesters of foreign language studies?
Should universities require foreign language majors to have a minimum of one
semester of study abroad experience?
Should smoking in public areas such as restaurants and bars be banned?
Should the United States raise the legal drinking age to 21?
Should the United States require that all citizens 18 years and older vote in
presidential elections?
The administration wants to require all undergraduates to live on campus. Do you
agree?
What do you think about “reality” television? What is the purpose of this
kind of entertainment? Does “reality” TV affect how we behave as a
society?
Should drivers be prohibited from using cell phones while driving vehicles?
Should the United States require students to wear uniforms?
Should the United States continue to elect its presidents using the Electoral
College system, or should the popular vote winner become President?
Should the private lives of public figures be subject to public examination?
Will the $700 billion bailout plan resolve the economic crisis?
Is the economic development of developing countries more important than
protecting the environment?
Should human cloning be legal?
Consult International Debate Education Association (IDEA) at www.idebate.org for more debate
topics and resources.
40
Role Plays and Information Gaps: A Baker’s Dozen of Sampler of Extension Activities
I.
Warm-up for Novice Role Play:
1.
2.
3.
4.
5.
6.
Erzählen Sie etwas über Ihre Familie!
Beschreiben Sie Ihr Elternhaus/Ihre Wohnung!
Warum fahren Sie Auto nicht?
Identifizieren Sie kurz 3 Sehenswürdigkeiten in Berlin, Madrid oder Paris!
Was für einen Hund haben Sie?
Wo liegt Deutschland—was sind die Nachbarländer? Was für ein Klima hat die BRD?
II.
Warm-up for Novice Information Gap:
Im Fernsehprogramm “Erzählen Sie mal, bitte!”
Der Reporter stellt Ihnen Fragen, die Sie beantworten.
Ihre Erwiderungen sind kurzgefaßt--2-3 Sätze genügen.
Sie bedanken sich für das Interview, der Reporter auch.
III.
Rollenspiele für Fortgeschrittene—Sugerencias para su clase:
1.
Sie sind in der 63. Straße. Es ist ein Auto vorbeigefahren, wobei plötzlich eine Kugelei
stattfindet.. Sie sind erstaunt und befürchten das Schlimmste. Es gibt zwar verwundete
Passanten, Sie aber nicht, da Sie sich hinter eine Straßenlampe versteckt haben. Die Polizei
kommt und stellt Ihnen and den Mitzeugen einige Fragen über diesen schrecklichen Fall, den Sie
und die anderen miterlebt haben. Erklären Sie dem Beamten alles, was Sie gesehen haben.
Beantworten Sie alle Fragen mit ausführlichen Erwiderungen, damit die Verbrecher ins
Gefängnis kommen.
2.
Vor 10 Jahren haben Sie einen Brieffreund/in gehabt. Nach anderthalb Jahren haben Sie
den Kontakt zum deutschen Freund fallen lassen, da Sie damals zu faul und zu jung zum
Weiterschreiben waren. Sie haben sich geacht, “Ach was, ich käme nie nach Berlin, diese
Schreiberei ist mir wurscht, sie ist sowieso nur Hausaufgabe für die Deutschklasse!” Aber...es
hat geklingelt. Sie machen die Tür auf und vor Ihnen steht der ehemalige Brieffreund/in. Ihre
Adresse der er/sie jahrelang beibehalten (Sie sind nie umgezogen). Er macht diesen Monat
Urlaub--und da steht der Freund/in vor der Tür! Sie sind hölich und bitten den Besuchenden
hereinzutreten. Wie führen Sie das Gespräch fort? Wie unterhalten Sie sich? Wie erklären Sie
Ihren damaligen Entschluß, den Briefwechsel einzustellen bzw. abzubrechen?
3.
Durante la década de los 90, hace ya como 15 años conoció a una abogada colombiana.
Esta señora era muy simpática, comprensible--y soltera. Pasaron como 3 semanas juntos
haciendo excursiones por toda Barranquilla. sistían a fiestas, comieron juntos, fueron a muchos
sitios de interés--en fin, se llevaron muy pero muy bien, hasta unas ocasiones románticas.
Después de casí un mes, se despidieron los dos y no se volvieron a ver. De vez en cuando
intercambiaron una postal, dándose señas y saludándose. Ahora sonó el teléfono. Es la amiga de
41
hace años! Está en el aeropuerto, a 5 km lejos de tu casa. Le pide que venga a buscarla, es algo
muy urgente. Cómo reacciona? Qué hara Ud.?
4.
En un congreso auspiciado por la universidad acerca de la literatura argentina
contemporánea, conoció a un poeta argentino. Se llevaron bien después de la charla e
intercambiaron direcciones privadas. Se escribieron como 2-3 veces y luego perdieron el
contacto. Ahora, después de 15 años, recibe una invitación del consulado argentino en que le
pide lo siguiente: Vendrá el poeta--ya más famoso y bien dotado de premios nacionales e
internacionales--a dar un discurso. El poeta,por medio del consulado, le invita que lo presente al
público. El problema en que se encuentra es que el poeta ya apoya a Fidel y Raúl y su gobierno
cubano. Ud., como buen hijo de exiliados cubanos, todavía está en contra del régimen castrista
hasta participar en varias manifestaciones en contra de Fidel. Cómo reacciona a esta invitación?
5.
Ud. trabaja en un departamento de lenguas de la universidad. Hay un colega que casí
siempre se mete en los asuntos de todos los demás. En esta ocasión le prometió al jefe del
departamento que en el año entrante habrá una clase electrónica “online,” pero....la clase es la
suya!
Está bien enojado con esta promesa porque está en contra de la sugerencia. La clase a que se
refiere es una clase bien interactiva. Ahora le toca a Ud. responder al jefe durante una reunión
con todos los colegas del departamento. Cómo reacciona? Cómo responde al desafío? Cuál
serían, desde su punto de vista, varias opciones para el próxima año escolar para no tener que
dictar una tal clase?
6.
You are in a hotel and are sitting in the lounge area alone, waiting your turn to use the
courtesy computer that the hotel provides. A man has been typing and typing and typing--for
longer than the suggested 15 minute time limit that is prominently displayed above the compute
screen. You are seated 8 feet form the computer and the user--who, having made eye contact
with you when you sat down 25 minutes ago, is aware of your presence. You are staring into
some distance (the back of the computer user) and nothing in particular. The person now turns to
you and says, “Do you mind not looking over this way? I’m a lawyer and am writing privileged
and confidential information.” How do you react? How do you respond?
7.
3 Elephants in the Room
You have a friend of many years. You moved to another state with your spouse, but you
and your friend still visit, and very much enjoy each other’s company, and have lots in common.
There are however three things that you do not have in common, and that you never discuss. The
three things are these: age, political preferences, and sexuality. One of you is 20 years older
than the other. One of you is conservative. One of you is gay. Now, your friend has been
diagnosed with a terminal illness, and has 3 months to live. Your friend suggests a long
weekend getaway, just the two of you, to “catch up,” although you both are aware that it is more
a “good-bye” time. You decide that the time has come to put away façades, as you both “need to
talk” about your life and your times together, and you want to be completely open about yourself
and your friend, and your years of friendship. Start talking to your friend now, you’ve just had a
nice dinner at the getaway cabin, and are sitting in front of the fireplace as the night falls.
42
8.
Political Appointments Task
The president-elect must nominate many office-holders for 2009. Positions range from
Cabinet secretaries to ambassadors to commission officials and more--many hundreds more.
These men and women must be confirmed by Congress.
With your partner(s), create two lists. List One is a characterization of a new appointee’s
qualities. What are the atrtributes, the general attributes, of all the nominees for high posts in the
new administration?
List Two is a slate of individuals who meet or exhibit the traits of List One. Together
with your partner(s), take the names of 7 of the individuals of List Two and suggest the top-level
office you believe would be most suitable for that person. For each of the men and women
selected, give at least three reasons for your decision or recommendation. Your words will be
counted heavily in the final decision by the President-Elect. All the people you have on your
“short list” are fully-vetted, as it were, and are not in any way crooks or thieves or liars.
9.
The City Council
The Council wishes to attract a major league baseball to your city for its spring training
facility. The team’s ownership announces its interest, and city council members have developed
plans for a new stadium and ancillary facilities. They provide the citizens with consultants’
reports that support the costs and benefits that would result from this municipal outlay of
millions.
You are an avid sports fan, but you disagree strongly with the premises upon which the
promises rest. As a participant in the open hearing that is dedicated to this topic, you are putting
together a list of reasons for opposing the plans. You have a 5-minute time limit to your remarks
before the Council, and you wish to voice your opposition rationally and logically. You have
armed yourself with facts and figures. Prepare your notes with two friends who share your point
of view. Rehearse your presentation with them.
10.
Convince your grandmother
Your grandmother lives by herself. She is over 80 and is somewhat infirm. She has a
chronic bad back condition, but is 100% alert and mentally “all there.” She was a college
professor before she retired. The home she has lived in for the past 40 years is a burden to her.
This is a 3-story home with 5 bedrooms and 2.5 baths. It has not been redecorated since 1968.
There are several problems with the mechanical aspects of the house (plumbing, a leak, electrical
and roofing issues). The house is paid for; there is no mortgage. Your grandmother isn’t
wealthy, but lives modestly and pays her bills on time. She is free of debt, and is very happy.
Your parents are not estranged from her, but they live in England, and visited the area only once
in the last 8 years. Although they telephone and email regularly, they don’t “have a clue” about
your grandmother’s declining state of health. She chooses not to inform them. Your respect and
love your grandmother, and want to ensure that her final years are safe, happy, and relatively
43
care-free. You and your partner, who have just moved to town, want her to live with you. The
two of you create a list of “talking points” that you will use when you bring her to your new
home for dinner on Sunday. You are aware that “Gram” prides herself on her independence, and
has says so many, many times over the years.
11.
"We are family...."
Your sibling and you are good friends and pals, despite the 1000 miles and family situations that
make you different from one another. Your sibling's only child is a mature 30-year old mother
of three, and is happily married. But, she is married to someone who can't quite seem to hold a
job for longer than six months. The spouse, who is healthy and talented, has no health-related
issues. The cause of job change is not receiving a promotion or better pay. Rather, the reason
given is "boredom" or job dissatisfaction. Your sibling calls you, and seeks your advice for the
only child and the spouse. You both agree, something must be done, for the sake of the
children's future. The family is one of moderate means, so working for a living is a "must."
Together with your sibling, you discuss and draw up a plan to convince both the child and the
spouse to seek professional advice and counseling.
12.
Friends
Your friend of many years is a fine and uncomplicated, hard-working person. You have a lot in
common, and you also have different point of view, but your friendship is secure. Recently, your
friend had a seizure; a benign brain tumor--congenital--was found and removed. The operation
was a complete success. But you notice that every so often your friend seems to have forgotten
minor things. For instance, your friend forgot that three days earlier, in the course of a
telephone conversation, you told your friend you were going out of town for the weekend. You
received a voice mail message that clearly indicates your friend was now unaware of your
absence from home. Such minor occurrences--4 or 5 of them--have occurred in the last two
months. You want to think that “it’s nothing,” but you can’t. You’re having dinner together
tonight and want to broach the subject. Get ready to do so, knowing in advance that your
remarks are not going to be “held against you,” because your friendship is secure, respectful, and
good and solid.
13.
Friendly Persuasion
A student who is well-known in your department as being manipulative has sent you a response
to an email you had sent, in which you had suggested politely and without guile or malice that a
letter she had written about another student’s withdrawal from the program was out of place for
reasons of confidentiality and student privacy and ethicality. In the student’s follow-up
response, you are told by the student that “you have warned me to keep quiet,” and have evoked
in the student a life experience under the miliarty dictatorship in Argentina, a time when 1520,00 people, “los desaparecidos,” were never again heard from. You are deeply troubled and
offended by this wholly unfounded assertion and accusation. You have personally lost friends
and friends of friends to the brutal and criminal behaviors of that era. Two of your colleagues
are furious with this student, and supportive of as a professor and a human being. Discuss the
options you have and come to a decision with your colleagues regarding your next steps.
44
References
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DiPietro, R.J. (1987). Strategic interaction: Learning languages through scenarios. New York: Cambridge
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Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3rd ed.). New York: McGraw-Hill.
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