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Bringing Proficiencyinto Your Classroom
Marty AbbottACTFL
Guiding Principles for Language Learning
https://www.actfl.org/guiding-principles
Principles of Language Learning
• Proficiency-focused language learning
• Building Literacy Across Disciplines
• Setting Outcomes and Articulating Sequences
• Using of target language for teaching and learning
• Use of authentic texts
• Building Learner Autonomy
4
Where do you think your learners are?How do you know?
5
End of 2nd year End of 3rd year End of 4th year End of 5th year End of 6th year
Interpretive
Listening
Novice Mid Novice High Intermediate Low Intermediate Mid
Interpretive
Reading
Novice Low-Mid Novice Mid-High Novice High Intermediate Low
Presentational
Speaking
Novice Low-Mid Novice Mid – High Novice High Intermediate Low Intermediate Low -
MidIntermediate Low
Presentational
Writing
Novice Low-Mid Novice Mid-High Novice High – Novice High –
Intermediate Low Intermediate Low
Interpersonal
Conversation
Novice Mid Novice High Novice High- Intermediate Low Intermediate Mid
Intermediate Low
Modern Language Exit Proficiency Expectations for FLES/Early Start Programsof 90 minutes per week or more for Alphabetic Languages.
6
Performance Expectations
How is proficiency being demonstrated by these learners?
What are the characteristics of language needed to be a cashier?
http://www.shoesforcrews.com/blog/supermarkets-best-practices/cashier-ergonomics-an-overlooked-way-to-save-on-compensation-costs/
https://www.bls.gov/ooh/sales/cashiers.htm
What is different about the characteristics of language needed to be a customer service representative?
https://www.fscj.edu/academics/areas-of-study/business/insurance-customer-service-representative-wc
http://www.wookmark.com/image/120323/smiling-customer-service-representative-in-modern-office-with-royalty-free-stock-photo-pictures-images-and-stock-photography-image-8481429
https://topclassactions.com/lawsuit-settlements/lawsuit-news/436494-alorica-customer-service-representative-class-action-settlement-checks-mailed/
ACTFL Level CEFR Language Functions Corresponding Professions/Positions Examples of Who Is Likely to Function at the Level?
Advanced Low B2Narrate and describe in past, present and future and deal effectively with an unanticipated complication
• K-12 Language Teacher, Customer Service Representative, Social Worker, Claims Processor, Police Officer, Maintenance Administrator, Billing Clerk, Legal Secretary, 911 Dispatcher, Consumer Products Customer Services Representative, Retail Services Personnel
• Undergraduate language majors
Intermediate High
Intermediate Mid
Intermediate Low
B1+
B1
A2
Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions
• Police, Firefighter, Utilities Installer, Auto Inspector, Aviation Personnel, Missionary, Tour guide
• Cashier, Sales clerk (highly predictable contexts), Receptionist
• L2 learners after 6-8 year sequences of study (AP, etc.) or 4-6 semester college sequence
• L2 learners after 4 year high school sequence or 2 semester college sequence
• L2 learners after immersion program K-6
Novice High
Novice MidNovice Low
A1 Communicate minimally with formulaic and rote utterances, lists and phrases
• L2 learners following content-based language program K-6
• L2 learners after 2 years of high school language study
Oral Proficiency Levels in the Work World
View the ACTFL Proficiency Guidelines 2012 at
http://www.actfl.org/publications/guidelines-and-
manuals/actfl-proficiency-guidelines-2012 /
Performance
12
TOWARD Proficiency
PERFORMANCE PROFICIENCY
•Language is learned and practiced in
an instructional setting
•Spontaneous, non-rehearsed
interaction in real-world situations
PERFORMANCE PROFICIENCY
•Language is learned and practiced in
an instructional setting
•Familiar contexts and content areas
•Spontaneous, non-rehearsed
interaction in real-world situations
•Broad content and context in
authentic situations
PERFORMANCE PROFICIENCY
•Language is learned and practiced in
an instructional setting
•Familiar contexts and content areas
•Curriculum dependent
•Spontaneous, non-rehearsed
interaction in real-world situations
•Broad content and context in
authentic situations
•Independent of curriculum or
when, where, or how the language
was acquired
PERFORMANCE PROFICIENCY
•Language is learned and practiced in
an instructional setting
•Familiar contexts and content areas
•Curriculum dependent
•Assessment is based on what was
taught and practiced
•Spontaneous, non-rehearsed
interaction in real-world situations
•Broad content and context in
authentic situations
•Independent of curriculum or
when, where, or how the language
was acquired
•Assessment is based on the
criteria in the ACTFL Proficiency
Guidelines
Performance Toward Proficiency• Proficiency is independent use of language by learner
• Our goal is to provide learners with this independent use of language through meaningful classroom practice
• Performance develops through guided practice of language functions
• Assessments of performance reflect instruction leading to the development of language proficiency
Proficiency
Instruction and practice should target the next higher level of proficiency in order to help learners improve
Intermediate Learners can:
• describe a typical day
• ask and answer questions comparing families
• discuss/decide what to wear for a specific event
• purchase a ticket to the movies
• tell about a movie they like
Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation
or transaction
Novice Learners can: • make lists
• introduce themselves
• name objects they see
• identify things they like
• Identify people and give a brief description
• tell when they do certain activities (days, time, months, seasons)
Can communicate with formulaic and rote utterances,
lists, and phrases
Novice & Intermediate: What are the differences?
Can communicate with formulaic and rote utterances, lists, and phrases
NOVICE
THEREFORENovice Learners need to practice:
1. Using memorized language to express personal meaning
2. Asking questions
- Start with memorized questions
- Ask questions that follow upon what partner said
3. Producing sentences (putting memorized “chunks” together)
4. Showing some self-correcting/editing
Moving from Novice to Intermediate
What does instruction look like to move learners from Novice toward Intermediate?What language does the learner need to…
Describe to your partner what you are wearing
Check out this invitation! You and your partner need to figure out what you should wear!
clementi sandrock ACTFL 2016 21
Is this moving the learner from Novice to Intermediate?
ACTFL - Laura Terrill
The Blurvle CeremonyThe axtlzbn is worn primarily by meebs for the blurvle
ceremony each kipto. It consists of a wlomb made of
cygde and tied with a qorf. It is decorated with many
hujas.
1. Who wears an axtlzbn?
2. What ceremony is it for?
3. Describe the axtlzbn.
4. Fill in the blanks: The ___is worn by ____for the _____.
23
Is this moving the learner from Novice to Intermediate?
Want to Know Either Or
1. Where the family is
going to visit
2. How many people
in the family
3. Activities they like
to do
4. Food they like to
eat
__ in the country
__ 3
__ outdoor sports
__ vegetarian
__ in a city
__ 4
__ travel to other
cities
__ foreign foods
Reading a blog about a family trip, identify
correct information given “Either-Or” choices
24
You are teaching a new unit titled ”My Family” in a beginning language class.
How will you assess what learners have learned?
How do you link assessments to instruction for learners to show movement from Novice to Intermediate?
25
Test #1
1. List the family members on the family tree
2. Describe what one family member looks
like
26
Test #1
1. List the family members on the family
tree
2. Describe what one family member
looks like
3. List three professions
4. Say four things your family does on
the weekend
Vocabulary
Function
Vocabulary
Grammatical Structure
27
You may have the chance to be part of a student exchange. First, you are going to stay with a host family in the target country.
Then, you are going to host someone from the target country.
How will you and your classmates prepare for these experiences?
How do you link assessments to instruction for learners to show movement from Novice to Intermediate?
28
Interpretive
Look at (or listen to)
information from three
different host families in
Egypt, to find out as much
as you can: Where they
live, how many children
they have, what activities
they like to do, etc.
Then decide which family
you would prefer to host
you and list as many
reasons as possible to
explain why.
Did learners demonstrate the Standards?
What can you find outabout the family?
Letter from
Mizrahi Family
Letter fromEissa
Family
Letter from
El NabawyFamily
Where do they live?
Do they live in a house, apartment, condo, something else?
How many people live together as the family? Who are they?
What activities do they like to do?
What else can you do during homestay with this family?
Moving from Novice to Intermediate?
Letter from Potential Host Family
Hello. We are the Eissa Family. We live in Rabat, in Morocco, and we are ready to welcome you to stay with our family during your exchange visit. We know you will feel right at home since one of our children is the same age as you: Mahmoud is a 13 year old boy. We also have two other children, Mouna who is 18 and Wael who is 10. All of us like to do many things outside, since it is nice to spend beautiful days in nearby parks, where we can play soccer and have a picnic. When we return later in the day to our home, we can watch the sunset from our patio (we live on the 4th floor).
What can you find outabout the family?
Where do they live?
Do they live in a house, apartment, condo,something else?
How many people live together as the family? Who are they?
What activities do they like to do?
What else can you do during homestay with this family?
30
InterpretiveReading
Look at (or listen to) information from
three different host families in Egypt,
to find out as much as you can: Where
they live, how many children they
have, what activities they like to do,
etc. Then decide which family you
would prefer to host you and list as
many reasons as possible to explain
why.
Match with Can-Do Statements
31
InterpretiveReading
Look at (or listen to) information from
three different host families in Egypt,
to find out as much as you can: Where
they live, how many children they
have, what activities they like to do,
etc. Then decide which family you
would prefer to host you and list as
many reasons as possible to explain
why.
Novice Mid: I can recognize words,
phrases, and characters when I
associate them with things I already
know
Match with Can-Do Statements
NCSSFL/ACTFL Can-Do Statements
Proficiency described from
the learners’ perspective:
“I can …”
32
www.actfl.org – Publications – Guidelines & Manuals – Can-Do ….
What does it take to move to the next higher level?
Intermediate Low - InterpersonalACTFL Proficiency Guidelines - Speaking
Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. Speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions.
Can-Do Global Benchmark
I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering questions.
Global Benchmarks
34
Global Can-Do
Benchmarks
General description of
the proficiency level for
each of the modes
35
Interpretive Interpersonal
Look at (or listen to)
information from three
different host families in
Egypt, to find out as much
as you can: Where they
live, how many children
they have, what activities
they like to do, etc. Then
decide which family you
would prefer to host you
and list as many reasons
as possible to explain
why.
You and your partner are
exchange students. It will be
your first night with your host
family in Egypt next week and
you want to practice your
conversational skills. You share
pictures of your own family
and you practice with your
partner the kinds of questions
you will ask and how you will
respond.
Moving from Novice
to Intermediate?
36
Can-Do Statements:
InterpersonalInterpersonal
Novice Low:
I can respond to who, what,
when, where questions
Novice Mid:
I can ask who, what, when, where
questions
I can introduce myself and
provide basic personal
information
I can say something about the
members of my family and ask
about someone’s family
You and your partner are exchange
students. It will be your first night
with your host family in Egypt next
week and you want to practice
your conversational skills. You
share pictures of your own family
and you practice with your partner
the kinds of questions you will ask
and how you will respond.
Match with Can-Do Statements
37
Interpretive Interpersonal Presentational
Look at (or listen to) information
from three different host families
in Egypt, to find out as much as
you can: Where they live, how
many children they have, what
activities they like to do, etc.
Then decide which family you
would prefer to host you and list
as many reasons as possible to
explain why.
You and your partner are
exchange students. It will be your
first night with your host family
in Egypt next week and you want
to practice your conversational
skills. You share pictures of your
own family and you practice with
your partner the kinds of
questions you will ask and how
you will respond.
The exchange program would
like you to write a letter
describing your family that the
Egyptian students will read to
decide on their American host
family.
Provide as many details as you
can to describe you and your
family. Include likes, dislikes
and activities.
Moving from Novice
to Intermediate?
38
InterpretiveReading
Interpersonal PresentationalWriting
Look at (or listen to) information
from three different host families in
Egypt, to find out as much as you can:
Where they live, how many children
they have, what activities they like to
do, etc. Then decide which family
you would prefer to host you and list
as many reasons as possible to
explain why.
Novice Mid: I can recognize words,
phrases, and characters when I
associate them with things I already
know
You and your partner are
exchange students. You share
pictures of your own family and
you practice with your partner the
kinds of questions you will ask
and how you will respond.
Novice Low: I can answer a few
simple questions
Novice Mid: I can ask some simple
questions;
I can communicate basic
information about myself and
people I know
The exchange program would
like you to write a letter
describing your family that the
Egyptian students will read to
decide on their American host
family.
Provide as many details as you
can to describe you and your
family. Include likes, dislikes and
activities.
Novice Mid: I can write about
myself using learned phrases
and memorized expressions
Match with Can-Do Statements
39
Moving from Performanceto Proficiency
Learning Checks
• Did students learn what was taught?
Formative Assessment
• Can students apply or manipulate what they have learned?
Summative Assessment• What have students acquired? • Designated point in time (end of unit, program)• Gauge if students reached a benchmark
Formative Assessments
Asking Questions
Elaborate – Add Details
Ask for Clarification
Lead toSummative
AssessmentYou and your partner are exchange students. You share pictures of your own family and you practice with your partner the kinds of questions you will ask and how you will respond.
Formative Assessments
Asking Questions
Use Memorized Questions
Ask follow-up questions
Practice in Pairs
Elaborate – Add Details
Ask for Clarification
Lead to Summative Assessment
You and your partner are exchange students. You share pictures of your own family and you practice with your partner the kinds of questions you will ask and how you will respond.
Formative Assessments
Asking Questions
Use Memorized Questions
Ask follow-up questions
Practice in Pairs
Elaborate – Add Details
Add “when & where”
Add “how many”
Practice building on partner’s statements
Ask for Clarification
Lead to Summative Assessment
You and your partner are exchange students. You share pictures of your own family and you practice with your partner the kinds of questions you will ask and how you will respond.
Formative Assessments
Asking Questions
Use Memorized Questions
Ask follow-up questions
Practice in Pairs
Elaborate – Add Details
Add “when & where”
Add “how many”
Practice building on partner’s statements
Ask for Clarification
“What / Huh?”
Use Question Words to clarify
Paraphrase – “Do you mean to say …?”
Lead to Summative Assessment
You and your partner are exchange students. You share pictures of your own family and you practice with your partner the kinds of questions you will ask and how you will respond.
Interpersonal Scoring GuideMove from: 1 – 2 – 3 Move to:
Only responds when asked Volunteers comments related to
the discussion
Asks random questions Asks follow-up questions related
to what someone else said
Gives short responses Gives responses with details,
reasons, explanations
Makes partner carry the
conversation
Invites partner to give an
opinion, share ideas (gives an
example of what to say)
Repeats ideas that others
already contributed
Adds ideas, insights, additional
information to make the
discussion more interestingclementi sandrock WAFLT 2016 44
Intermediate & Advanced:
What are the differences?
Advanced Learners can:
• tell about an interesting trip they took
• explain how a science experiment worked from beginning to end
• tell a story about something that happened to someone they know
• relate a current event they have paid attention to
• compare two places, events, times
• solve a problem that has a complication
Can narrate and describe in all major time frames and handle a situation
with a complication
Intermediate Learners can:
• describe a typical day
• ask and answer questions comparing families
• discuss/decide what to wear for a specific event
• purchase a ticket to the movies
• tell about a movie they like
Can create with language, ask and answer simple questions on familiar topics, and handle
a simple situation or transaction
INTERMEDIATE
THEREFORE
Intermediate Learners need to practice:
1. Narrating and telling stories by connecting ideas and sentences
2. Organizing thoughts by using cohesion and chronology
3. Describing by expanding details
4. Expressing a point of view by giving reasons for opinions
5. Using language more spontaneously, more independently
Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation
or transaction
Moving from Intermediate to Advanced
Characteristics of PresentationalWhat will help learners move to the next higher level?
Novice Intermediate Advanced1. Writes words, lists
2. Writes simple sentences
3. Writes formulaic questions
4. Relies on a practiced format
1. Controls sentences/series of sentences
2. Creates with language
3. Starts to tell/retell stories
4. Provides more description
5. Shows some self-correcting/editing
1. Supports arguments (can provide some evidence)
2. Produces paragraphs3. Elaborates
(detail/description)4. Narrates (Multiple
time frames)5. Organizes (cohesion)
What characteristics of Advanced will learners apply?
48
On Demand Polished/Edited Response
Post one blog comment about what the producer of the video we just viewed wants you to do Consider: • What is your opinion?• Share 1-2 specific
steps/examples• Comment (agree/disagree)
with things that others have said on the blog
Summarize the video we just viewed by identifying:1. the stance/side the producer
wants you to take2. Specific steps/examples3. Your agreement or disagreement
with the producer’s stance with reasons to support your argument
4. Share with partner to get feedback on what is or is not easily understood; make changes
Día MundialLos 10 consejos para proteger el medio ambiente
Con motivo del Día Mundial del Medio Ambiente, te proponemos unos consejos para pensar en verde, muy útiles para combatir el calentamiento global. Tomad acción para ser parte de la solución de los problemas medioambientales. Todos podemos aportar nuestro granito de arena para proteger el planeta. Pensar en verde no es tan difícil como parece. A continuación te ofrecemos la manera de reverdecer tu rutina diaria. Todo comienza cuando apagas el despertador...
1. El próximo despertador que te compres que sea solar, no eléctrico.
2. Utiliza una máquina de afeitar eléctrica o manual con cuchillas de repuesto en lugar de las desechables. Será una gran ayuda para reducir desechos. No permitas que corra el agua mientras te estás afeitando, lavando la cara, o cepillando los dientes. ¡Ahorras mucha agua!
3. Después de leer el periódico encárgate de reciclarlo. Para los amantes del zumo, la próxima vez que te toque hacer la compra busca los zumos que vienen en envases reciclables, nunca en individuales. Y cuando salga de casa, no olvides apagar todas las luces y aparatos eléctricos. Incluso desenchufa los que se mantienen en stand by, continúan consumiendo aún cuando no están siendo utilizados. Ahorrar energía ayuda a reducir la polución del aire.
4. Para ir al trabajo, la manera más fácil de reducir tu huella de carbono es evitar las prisas. Así que disminuye la velocidad. Aunque lo ideal sería montar en bicicleta, caminar, viajes compartidos con compañeros, transporte público... Si no puedes prescindir del vehícul, al menos mantén los neumáticos inflados a la presión correcta, contamina menos.
5. Una vez en el trabajo, si necesitas apuntar algo, voltea un antiguo documento y escribe en la parte de atrás.
6. Recicla la basura en el trabajo, en el colegio y en casa. Esta es una de las acciones que más contribuyen a reducir el calentamiento global. De hecho, se estima en actualidad sólo el 25% de lo que arrojamos a la basura es reciclado 49
Possible Content (Predicted) True, False, No Evidence?
If false, what is the correct
information?
1. Using solar energy is the best way to save electricity.
2. Disposable razors are bad for the environment.
3. Save water by collecting rainwater.
4. Don’t drive; use a bicycle.
5. Oil-generated electricity is better for the environment than using coal.
6. More than half of garbage is now recycled.
1.
2.
3.
4.
5.
6.
Los 10 consejos para proteger el medio ambiente
50
Moving from Intermediate toward Advanced
Proof For Proof Against
Young people don’t attend school because of peer pressure
Parents do not encourage young people to go to school
Young people don’t have to go to school to get hired for most jobs available
51
Fill in graphic organizer to identify key details from article on why young people around the world don’t go to school
Performance toward Proficiency
52
LearningExperiences
(Bridge)
What are you already doing to create authentic learning experiences to bridge from performance to proficiency?
Performance leads to Proficiency
53
LearningExperiences
(Bridge)
To bridge from performance to proficiency:
1. Have learners practice using language through simulations of real life activities
2. Use authentic resources (so learners become used to sifting through all they hear, read, or view, but still accomplish the task)
3. Create situations where learners have to ask questions (and don’t already know the answer)
High Leverage Teaching PracticesEileen Glisan and Richard Donato
Ready for Departments to collaboratively explore effective planning for learning, assessing of performance, and developing key communication strategies
Resources to Explore and Learn More
Languages and Literacy Collaboration Center:Access to resources to explore your practice
Bringing Proficiency into Your Classroom
Importance of:
Use of target language
Teaching grammar as concepts in meaningful contexts
Authentic demonstrations in formative and summative assessments
Bringing Proficiency into Your Classroom
Importance of:
Removing scaffolding
Demonstrating “independent” use of language
Gradual Releaseof Responsibility
Providing Input Sharing Guiding Applying
The teacher demonstrates, models, explains to make input comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text.
Learners engage with the content, process input.
I doYou Watch
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching.
Stud
ent R
espo
nsib
ilityTeac
her
Res
po
nsi
bili
ty
Gradual Releaseof Responsibility
Providing Input Sharing Guiding Applying
The teacher scaffolds instruction and begins to guide student work.
The teacher offers support and encouragement and provides feedback.
Learners engage in pair and small group activities that allow them to interpret and express meaning for real-world purposes.
Learners contribute and begin to work with teacher support.
I doYou help
You doI help
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching.
Stud
ent R
espo
nsib
ilityTeac
her
Res
po
nsi
bili
ty
Gradual Releaseof Responsibility
Providing Input Sharing Guiding Applying
The teacher monitors and provides feedback.
Learners independently demonstrate progress toward learning targets and self-assess their progress
I do We doYou doI watch
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching.
Stud
ent R
espo
nsib
ilityTeac
her
Res
po
nsi
bili
ty
Gradual Releaseof Responsibility
Providing Input Sharing Guiding Applying
The teacher demonstrates, models, explains to make input comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text.
The teacher scaffolds instruction and begins to guide student work.
The teacher offers support and encouragement and provides feedback.
The teacher monitors and provides feedback.
Learners independently demonstrate progress toward learning targets and self-assess their progress
Learners engage in pair and small group activities that allow them to interpret and express meaning for real-world purposes.
Learners contribute and begin to work with teacher support.Learners engage
with the content, process input.
I do We do You do
FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching.
Stud
ent R
espo
nsib
ilityTeac
her
Res
po
nsi
bili
ty
Gradual Releaseof Responsibility
Providing Input Sharing Guiding Applying
The teacher demonstrates, models, explains to make input comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text.
The teacher scaffolds instruction and begins to guide student work.
The teacher offers support and encouragement and provides feedback.
The teacher monitors and provides feedback.
Learners independently demonstrate progress toward learning targets and self-assess their progress
Learners engage in pair and small group activities that allow them to interpret and express meaning for real-world purposes.
Learners contribute and begin to work with teacher support.Learners engage
with the content, process input.
I do We do You do
Stud
ent R
espo
nsib
ilityTe
ach
er R
esp
on
sib
ility
What are some activities that you doat each stage of gradual release?
AAPPL Score Report - Interpersonal
http://aappl.actfl.org
Strategies to Move from Novice High to Intermediate Low
https://www.actfl.org/scores
Personal Learning Plan:Strategies to Move from Int-High to Advanced Low
From: Intermediate High To: Advanced Low
I can participate with ease and confidence in
conversations on familiar topics. I can usually talk
about events and experiences in various time
frames. I can usually describe people, places,
and things. I can handle social interactions in
everyday situations, sometimes even when there
is an unexpected complication.
I can participate in conversations about familiar topics that
go beyond my everyday life. I can talk in an organized way
and with some detail about events and experiences in
various time frames. I can describe people, places, and
things in an organized way and with some detail. I can
handle a familiar situation with an unexpected complication.
Can Do Statements Suggested Activities
I can conduct or participate in interviews.
● I can interview for a job or service opportunity
related to my field of expertise.
● I can interview someone about his/her
professional interests and activities.
● I can _______________________
• Find a business owner who speaks your language and
ask them to give you a Mock Interview (practice
interview) for a job at their business.
• Use the Story Corps app in order to record an Interview
with a friend or a family member who was born in another
country about their story of immigrating to the United
States. Why did they choose to leave home? How did
they decide on the city they live in now? What were their
hopes and fears? How has their experience been?
Interpersonal Tasks
66
Novice Intermediate Intermediate HighAdvanced
Collaboration: Students develop a survey to investigate the eating habits of their friends, interview friends, and discuss the results to create a graph
Storytelling: Students collaborate to retell a familiar story and prepare to present it to their fellow students
Debate: Circulate in the room to find students who have the most similar ideas to your ideas on a debate topic; the resulting small groups work together to create the main points they will make in a debate
Recipes: Students browse online recipes and work in pairs to change ingredients to healthier alternatives
Agreement: Students exchange text messages to determine who has the busiest week
Consensus: Students examine a blog about a news event in the target language country; identify what new information they discover and collaborate to post a reply
Introductions: Practice the first night at your host family’s home: introduce yourself, show your photos, and ask questions of each other’s family and home
Presentation: Plan and practice giving a tour of your school for the group of visiting students. What differences do you need to highlight?
Making Plans: Organize the plan for a day in a new city, agreeing on what to do first, second and last
Analysis: Is it worth it to be famous? With your partner, identify as many advantages and disadvantages as you can
Discussion: How do you change stereotypes? With your partner, examine any ideas about the target culture that have changed during your study of theirlanguage; try to identify what caused a change
Presentational TasksNovice Intermediate Advanced
To Persuade
Record a podcast on which season is the best and why
Create a presentation based on multiple sources of information highlighting ways to promote a balanced lifestyle for teenagers.
Write a review of a movie (book) to convince others your age to see (read) it
To Explain/Inform
Create a brochure explaining activities to do in ____, focused for students interested in arts, history, outdoor activities, or food
Post on a blog two things our school could do (do better) to respect the environment and how that will help
What part of teenage life in ____ would be the hardest for you to adapt to; explain why
ToNarrate
Describe your busiest (healthiest) day of the week and why you consider it so
Post on a website hosted by the ____Tourist Office. Explain what you did on your trip and share exper-iences of cultural differences.
Tell about a time you dealt with stress, share the cause and how you dealt with it
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Bringing Proficiency into Your Classroom
Describe:One insight you have gained about proficiency
One change you anticipate in your teaching or assessing
One remaining question or issue your are pondering about proficiency
Bringing Proficiencyinto Your Classroom
Marty AbbottACTFL