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INTERPERSONAL COMMUNICATION INTERPERSONAL COMMUNICATION

INTERPERSONAL COMMUNICATION INTERPERSONAL COMMUNICATION

INTERPERSONAL COMMUNICATION

Practice Circumlocution by playing Password.

1. Use password template found on Alfresco, under the heading Teaching Vocabulary. Insert theme vocabulary for current unit.

2. Group students in pairs and have them sit back to back so that one person is facing the front of the room and the other is facing the back.

3. Person facing the front of the room is the person that will start describing the indicated vocabulary word. Student must use only words in the Target Language and not gestures or the actual word.

4. If the partner guesses the word before the timer runs out, the team gets a point.5. Allow each person the opportunity to describe three to four words before

switching roles.6. As the whole class is engaged, the teacher is able to walk around the room and

monitor.


Practice Paraphrasing or Requesting Clarification by using a Discussion Continuum

1. Use a Discussion Continuum like the picture above. Draw this on the board or on chart paper.

2. Pick any topic and place opposing statements at either end point.3. As students enter class, they should write their initials somewhere along the

continuum that best specify their own position on the issue.4. Sit with a partner and or group and discuss results or findings. During the

discussion, students explain their positions and must respond at least once. Students may not speak for another turn until all members have spoken once.


Practice Paraphrasing by doing a Think-Pair-Share-Square

1. Ask students to Think about a set of questions and think in silence for two minutes about their answers.

2. Students then Pair with someone next to them or within a group of four.3. Student then Share responses.4. After all students have shared, students then select one or two answers or

responses they are Square with. Students should add on those ideas or answers from their partners.

5. Students can then share as a class or within a new group of four the ideas and reasons they and their group had. This allows students to justify why they picked some new ideas.


Practice building students vocabulary with a Transition Cheat Sheet

1. Brainstorm a list of helpful expressions when communicating interpersonally. These expressions may include: Introductions and Greetings, Transitions to start, continue, or end a conversation, Expressions for having a phone conversation, writing an email or text, etc.

2. Group these expressions by categories and copy on cardstock or laminate.3. Allow and encourage students to use these expressions for all the work that they do

within your class. Over time, several expressions will stick.

Students should do all HW at home.

Schools should have a

study hall.

PRESENTATIONAL SPEAKING PRESENTATIONAL SPEAKING

PRESENTATIONAL SPEAKING PRESENTATIONAL SPEAKING

PRESENTATIONAL SPEAKING

Practice Thought Collection through the use of a Graphic Organizer Barrels of Fun.

1. Give students a prompt regarding the topic they will be sharing and speaking.

2. Allow students two minutes to think about what they might want to include in their presentation.

3. Have students share with a partner. They should jot down any notes shared and place on organizer by First, Next, Then, Last.

4. Give students some helpful transitions for each “barrel”5. After the organizer, provide a cloze paragraph where students could simply

fill in ideas for their presentation. Ideas would include: The idea of ________ is very important because ________. One can connect this issue to ______.


Practice Elaborating through use of a Timer and Group Storytelling

1. Give students an envelope of words related to content theme/vocabulary.2. Provide a question/prompt to students. Tell students that they must create a

presentation as a group using the words in the envelope. Use a timer and explain that each student will speak for 30 seconds.

3. When the timer ends, the next person in the group must continue the story.4. Continue until all members of group have spoken.5. After group has had a chance to practice their story, allow groups to record their

presentation using computers/ipads, etc.6. Place file in GAFE or email to teacher for viewing.


Practice Self-Corrections and Feedback through: Self-Assessments

1. Allow students to record themselves speaking using Audacity, Garageband, Quicktime etc. Share files with teachers through Gafe, School Public Folders, or Email.

2. Give students a checklist of helpful reminders when speaking. For example, did you include an introductory sentence, transitions, conclusion statements, etc? Allow for time to self-assess using checklist and Presentational Speaking rubrics.

3. Allow students to re-record once they have self-assessed.4. Teacher would then provide written feedback through comments giving tips like

needing an introductory sentence, transitions, subject verb agreement, vocabulary, etc.

5. After teacher feedback has been given, students can present to groups a new version without having to go to the computer lab.

6. Students can share the items they changed from their first trial to the finished product and write down their areas of improvement on a running log.


Practice giving presentations through “Investigative Teams”

1. Assign each student or group of students a country or region. Give them the link to newseum front page papers or assigned reading blurbs on culture from sites like MaryGlasgow or textbook that connect to related theme or content of study.

2. Each week/several weeks/month, students are asked to read assigned blurb and prepare a short oral presentation of 1-2 minutes on the main idea or topic.

3. Students assigned similar readings or blurbs meet as a group to discuss main ideas and key points. Each member is assigned a role such as headline reporter, editorial reporter, travel reporter, etc. They discuss their reading through their role.

4. In jigsaw format, students form new groups and students share a prepared presentation using learned information from previous group members.

5. After each presentation, students respond with a one sentence comment using words like “I like, I love, It’s interesting, etc or ask a question using who, what, etc”

6. After hearing group presentations, students go back to home groups and share items they learned or liked and compare and contrast with their original blurb.

PRESENTATIONAL WRITING PRESENTATIONAL WRITING

PRESENTATIONAL WRITING PRESENTATIONAL WRITING

PRESENTATIONAL WRITING

Practice Elaborating through the strategy Brainwriting.

1. Teacher identifies a topic for writing.2. Students are grouped into groups of 3 or 4.3. Individually, each student writes several ideas or words related to the topic.4. After 5 minutes, all students put their papers in the middle of the group.5. Each student takes a different paper and adds to what they have read.6. They repeat this process until they have added to all members papers.7. As a group, students prepare a “team” written summary incorporating ideas

from each member and taking into account their intended audience and register.


Practice Elaborating through use Sentence Combinations

1. Propose intended writing prompt.2. Give students an envelope with simple sentences related to theme or prompt.3. Working in pairs, allow them to connect sentences and combine in order to

elaborate.4. Individually, answer prompt using combined sentences.


Practice Self-Corrections and Feedback through: Dialogue Journals

1. Teacher gives a prompt.2. Students dialogue and write to specific topic and task.3. Teacher gives feedback using questions like “Who, What, Where, When, Why, How?

And asks students to incorporate helpful transitions to connect ideas.4. Students read feedback and continue conversation.


Practice building knowledge of writing through Teaching the Writing Process

1. First have students Pre-Write2. Create a draft3. Have students revise individually4. Allow for editing and proofreading. Ideally, alone and with a partner.5. Publish final draft after constructive feedback has been provided.

INTERPRETIVE LISTENING INTERPRETIVE LISTENING

INTERPRETIVE LISTENING INTERPRETIVE LISTENING

INTERPRETIVE LISTENING

Build Students Listening Capacity through the strategy of Active Listening

1. Teacher plays audio for the first time. Audios may range from textbook ancillaries to more sophisticated podcasts and news reports. Great online news podcasts include BBC Mundo, Mary Glasgow, etc. Students simply listen this round.

2. Teacher plays audio for the second time and students must listen and write down as many vocabulary words or main idea words as they can.

3. Students then talk with a partner to compare notes. They should jot down anything new their partner has shared.

4. Together, allow students to write a one sentence summary of what they heard.


Build Students Listening Capacity through the strategy of Extracting the Main Idea

1. Teacher plays audio for the first time. Audios may range from textbook ancillaries to more sophisticated podcasts and news reports. Great online news podcasts include BBC in Target Language, Mary Glasgow, etc. Students simply listen this round.

2. Teacher plays audio for the second time and students must for the Who? What? Where? When? Why? And How?

3. Students then talk with a partner to compare notes. They should jot down anything new their partner has shared.

4. As a class, share responses.


Build Students Listening Capacity through the strategy of Visual Note taking


2. Teacher plays audio for the second time and students draw what they hear in any type of Non-Linguistic Representations. This could be shapes or stick figures, etc.

3. Using their drawings only, students must retell the main events of the audio.


Build Students Listening Capacity through the strategy of 1-2-3


2. Teacher then hands out envelopes to students with main idea sentence strips or transcript of listening. (You tube is great for providing transcripts you simply copy and paste into a word document)

3. Teacher plays audio for a second time.4. Students in a group or in pairs must put transcript of audio in order.5. Teacher may play audio for a third time to make sure answers are correct.6. Afterwards, students may write a one-two sentence summary sharing their reaction

to the listening prompt.

INTERPRETIVE READING INTERPRETIVE READING

INTERPRETIVE READING INTERPRETIVE READING

INTERPRETIVE READING

Build Students Interpretive Reading Capacity through the strategy of Active Reading

1. Students receive reading prompt.2. As they view the title, they are asked to make predictions.3. Once they are reading, students should be utilizing highlighters, and pens/pencils,

post it notes to circle, underline, highlight important information. Teacher should model an example.

4. This might mean circle verbs, highlight themed vocabulary, underline main characters, etc.

5. Also, after each paragraph, students are to write a word or sentence that captures the main idea of that section.


Build Students skills in Interpretive Reading through the strategy of Opinion Guide:

1. Teacher creates a series of statements from the material of the reading. The statements should require students to think beyond a literal level of comprehension. Each statement is preceded by two columns labeled, “You” and the other, “Author”.

2. Students read the opinion guide and mark whether they agree or disagree with each statement prior to reading the text.

3. While students read the opinion guide and mark whether they agree or disagree with each statement prior to reading the text.

4. While they read the text, students actively search for ideas that will help them understand the author’s opinions.

5. After reading the selection, the students mark what they think the author’s opinion is for each statement on the opinion guide. They must cite evidence from the text to support their positions.

6. Students may go back to their original positions and modify them.7. Then in small groups or as whole class, students discuss each statement,

comparing their opinions with each other and with the author’s opinions. They must also reach consensus on whether they think the author’s opinions are based on ideas from the text.


To build sequencing skills and problem solving solutions skills, try the strategy Think-Write Aloud

1. Teacher provides text to students.2. Teacher reads the first few lines or paragraph out loud to students. Teacher

pauses at signal points to explain to students. Teacher writes down two to three words that describe what was read.

3. Teacher then asks students to read next paragraph in pairs and share with partners what they think is the main idea as well as jotting down a few words to depict the main ideas.

4. Any remaining paragraphs are split up at tables allowing pair to focus on one aspect of the reading. Pairs repeat step 3. Once all in group have finished their section and main ideas, students share in round robin style their main idea words for what they read.

5. Using only the main ideas shared for each paragraph, students write a paragraph for each section using a few sentences.

6. Students may then write as a table their group essay using main ideas shared.7. Class could then share main ideas as a class and sample paragraphs.8. An extension for HW, could be to write an introduction/conclusion.


To build the skill of description in reading, try the strategy- Jigsaw reading

1. Students all receive same reading. Works best with Non-Fictional texts. Teacher has chunked readings by paragraphs numbered 1-5. Students are grouped by 5s. Each group is assigned a number that corresponds to the appropriate paragraph/area in reading.

2. Each group reads section and only draws sequence of events from readings. Teacher has prepared a graphic organizer this part depicting a one row table with 4-5 columns. Students should draw one event for each column. Once group is finished, they share drawings to compare notes.

3. Now, each person is assigned a number 1-5. New groups are formed allowing 1 person from each home/expert group to be represented.

4. In new groups, each member will share in the TL using only their drawings to explain their section of the reading. As other members share, students are writing words onto their second table. This table will have a one row with five columns, labeled 1-5. Each section will be shared so students do not have to read the entire text.

5. Students should now have drawings to depict their section and words to explain the other reading sections. Class will now share as a whole to recount events.

Moving Through Proficiency Levels

Strategies to enhance student skill capacity within various modes of

communication

Created by The Office of World Languages



communication




communication



Strategies to enhance students skill capacity within various modes of

communication


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wlrecipe4rigor.wikispaces.com a… · Web viewUse password template found on Alfresco, ... Students should add on those ideas or answers ... Teacher should model an example. This