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Content Type: 1
Title: Discussing Opinions in Levantine Arabic (2)
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From: https://blogs.transparent.com/arabic/giving-opinion-in-levantine-arabic-2/
This blog post describes how to discuss opinions in Levantine Arabic and supplies learners with phrases they can use to do so. It organizes discussing opinions into different categories such as discussing people and discussing actions. The author also gives learners rules for structures and explains how certain phrases need to be constructed within the language. Learners wishing to explore the topic with a more in-depth approach should check out the additional post linked within the blog.
Visit: https://blogs.transparent.com/arabic/giving-opinion-in-levantine-arabic-2/
Source: Arabic Language Blog, Hanan
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Content Type: 1
Title: The Building Blocks of Chinese, Part 4: Learning and Remembering Compound Characters
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This article discusses strategies that learners can use to remember Chinese characters and common components of compound characters. The author also provides some examples of mnemonic devices that learners can use as well as examples of how to make connections between given characters and their meanings. This article's focus on langauge learning strategies makes it useful for all levels of learners.
Source: Hacking Chinese, Olle Linge
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Content Type: 4
Title: Interpersonal and Presentational Speech
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by Madi Collins, CASLS Student Worker
This activity was designed for learners of all levels, though it is particularly suited to the needs of beginning language learners. It helps learners to experiment with presentational speaking and asks them to identify and compare differences between interpersonal and presentational modes.
Learning Outcomes
Learners will be able to:
- Identify differences between interpersonal and presentational speaking
- Identify contexts where presentational speaking happens
- Demonstrate understanding of how context impacts language choice
Mode(s): Interpersonal, Presentational
Materials:
What is Presentational Speaking? video, butcher paper, 
Procedure:
- Show learners the What is Presentational Speaking? video.
- Have learners debrief in small discussion groups of 3-4 people. They will discuss the contexts in which interpersonal speech happens and contexts in which presentational speech happens. Prompt learners to discuss the differences between these contexts. Once group discussion has finished, direct students to write their ideas on butcher paper around the room in response to the following prompts in Carousel/Gallery Walk format. Discuss these ideas as a class and highlight any similarities in responses. Use these questions:
- Is there a difference among contexts in speaker-listener relationships? Explain.
- Is there a difference among contexts in formality? Explain.
- Are there different expectations for speakers and listeners between these contexts? What are they?
- Give learners Working With Presentational Speaking Handout. Instruct learners to work on situations 1 and 2. One situation is a situation that calls for interpersonal speech, while the other calls for presentational speech.
- Think: Have learners compare and contrast the language and choices they made for each type of speech.
- Pair: With a partner, learners discuss their answers to Step 4 on the handout.
- Share: Discuss as a larger group. Use these questions:
- How did language choice compare across the two modes?
- Is some language acceptable in one mode but not the other? Or, is the context more critical in determining language choice?
- Are there changes in tone/register across the two situations?
- Instruct learners to work on Situation 3. This situation asks learners to change an interpersonal conversation to presentational speech.
- Lead a group discussion about language choices. Use these questions:
- Did the language choices stay the same or did they change? How so?
- How did tone and register change?
Notes:
- Learners at lower proficiency levels may need to use the L1 to compare and unpack interpersonal and presentational modes. Educators are encouraged to allow this practice to the extent that it facilitates deep thinking and higher levels of understanding of this foundational concept.
Source: CASLS
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Content Type: 3
Title: InterCom: November 15, 2021
Body:
Today, we begin a series on Presentational Speaking! This week, we kick things off with an introductory video that explains the foundations of the mode.
Thank you to CASLS Student Worker, Madi Collins, for her role in making this week’s video and for drafting this week's activity.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This activity supports learners in unpacking the foundations of Presentational Speaking and comparing it to Interpersonal Speaking.
- Check out this blog post for some creative Presentational Speaking activity ideas.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Practicing Presentational Speech: 3-2-1 Protocol
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by Madi Collins, CASLS Student Worker
This activity engages learners in a 3-2-1 reflection protocol and is appropriate for all levels of language learners. In this activity, learners will provide one another with peer review of a prepared presentation and will self-evaluate their own recorded presentations. They will then use this feedback to inform improvements before ultimately presenting to the group or educator.
Learning outcomes:
Learners will be able to:
- Give and apply peer feedback to a spoken presentation utilizing a 3-2-1 protocol
- Engage in self-evaluation of a spoken presentation utilizing a 3-2-1 protocol
Mode(s): Presentational and Interpretive
Materials: Practicing Presentational Speaking video, Peer Feedback and Reflection on Presentational Speaking Handout
Procedure:
- Direct learners to prepare a presentational speech before meeting as a group. This presentation could be part of a major summative assessment such as an Integrated Performance Assessment, or it could be something smaller depending on the needs of your learners. For example, Novice learners might create a presentation about a survey related to the group’s likes and dislikes, Intermediate learners might create their own news reports, and Advanced learners might create a public service announcement.
- Show the Practicing Presentational Speaking video to learners. Discuss the following questions and document learners’ answers on a shared, accessible space (e.g., the whiteboard or a Google Doc):
- How comfortable do you feel identifying three strengths in your work or in a peer’s work? What are some strengths that you could look for (some ideas may include having a clear purpose, using effective transitions, having clearly supporting ideas, organization, the use of non-verbal cues, use of tone and register, meeting genre-specific expectations, and using varied and engaging vocabulary)?
- How comfortable do you feel identifying weaknesses in your work or in a peer’s work? What might weaknesses “look” like?
- Inform learners that they will be practicing self-evaluating and giving feedback. They should use their answers from Step 2 to inform this process.
- In pairs, learners will present to one another and record their presentations. They will complete the 3-2-1 protocol on the Peer Feedback and Reflection on Presentational Speaking Handout after observing their peer. Then, they will watch the recording of their video to see if they agree with their peer’s evaluation and will document their ideas.
- Next, as a group, ask learners to share their questions from the final step of the handout. Provide input and feedback.
- Provide time for learners to revise their presentations based on their self-evaluations and the feedback they received. This step may have to be completed outside of instructional time.
- Finally, learners will present!
Notes:
- An optional and beneficial extension for this activity is the inclusion of additional reflection as an exit ticket after Step 7. Some questions that you may wish to utilize are listed here.
- Was it helpful practicing with a peer? How so?
- Was it helpful to watch a recording of your presentation? How so?
- What review strategies will you continue using going forward?
Source: CASLS
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Content Type: 4
Title: Understanding Non-Verbal Communication in Presentational Speaking
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This activity was designed for learners of all levels to help them recognize and use non-verbal communication strategies that are typical of presentational speech in the target language.
Learning outcomes:
Learners will be able to:
- Identify three types non-verbal communication strategies in the target language
- Use these non-verbal strategies when using presentational speech
Mode(s): Presentational, Interpretive
Materials: Non-Verbal Communication in Presentational Speaking video, presentational speech recording (Novice example in Spanish (weather report), Intermediate example in English (cooking video) , Advanced example in Portuguese (TED Talk))
Procedure:
- Show learners the Non-verbal Communication in Presentational Speaking video.
- Provide a short example of presentational speaking to learners (Novice example in Spanish (weather report), Intermediate example in English (cooking video), Advanced example in Portuguese (TED Talk)). Ask them to note a few non-verbal communication strategies that they noticed the speaker(s) using within the speech. Specifically, direct them to pay attention to eye cues, pauses, and hand movements.
- Lead a larger group discussion of non-verbal strategies that learners noticed. Specifically discuss:
- Where did the speaker look? How often did their focus change? Did changes in focus impact you as the listener in any way? What is the relationship between eye contact and the speaker-listener relationship?
- When did the speaker pause? Did it seem to provide emphasis? Add to a sense of urgency? How does pacing and pausing create importance or draw focus?
- What did you notice about hand movements? Were there more or fewer than you expected? What impact did they have? Can gesture draw listeners’ attention to ideas?
- What about what the speaker did might be genre-specific? For example, would you expect a similar use of pauses in a weather report as you would a speech made at an award show?
- Ask learners to prepare their own presentation that aligns with curricular needs and learner goals. For example, Novice learners might present photos of their families, Intermediate learners might create their own instructional speeches related to cooking or crafting, and Advanced learners might prepare a persuasive speech before legislatures about a critical social issue. This preparation may have to take place over multiple days.
- In groups of two, ask learners to present to one another. Ask learners to provide feedback regarding the non-verbal communication strategies (eye movements, hand movements, and pauses) they see in practice.
- Debrief as a group. What non-verbal communication strategies from the target langauge are learners successfully incorporating? Which are still difficult?
Notes:
- In Step 5, it would be helpful for learners to record themselves so that they can decide whether they agree with their peer’s evaluation.
- After Step 6, you may wish for learners to present their presentations for the entire class.
Source: CASLS
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Content Type: 4
Title: Five Tips for Understanding Presentational Speaking
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by Madi Collins, CASLS Student Worker
This activity was designed to help learners to increase their comprehension of presentational speaking. It was designed for learners of all levels, but Novice and Intermediate language learners may find it more useful as they look for additional opportunities to practice interpretation of the presentational mode. Advanced learners, who have had more practice, will find the activity a useful review.
Learning outcomes:
Learners will be able to:
- Identify and summarize key points from a presentational speech
- Use technology to support comprehension when listening to presentational speech
Mode(s): Presentational
Materials: Five Tips for Understanding Presentational Speaking video, Understanding Presentational Speaking Handout, a video of presentational speaking done in the L2 (supplied by instructor)
Procedure:
- Before meeting as a group, ask learners to find a video of presentational speech in the target language. Ask them to spend 10 minutes trying to understand the video using whatever strategies they are aware of (e.g., slowing the audio). They should note their strategies. If they don't have any they currently use, learners can also be encouraged to brainstorm new ideas.
- As a group, show the learners the Five Tips for Understanding Presentational Speaking video.
- Have learners discuss the video as a class. Document their responses to the questions that follow on a an accessible, public space like a bulletin board or in a shared digital space like a Google Jamboard.
- Did they use similar strategies when watching their own videos? What other strategies did they use?
- To what extent did the strategies seem useful?
- Next, begin practicing the strategies. Show learners a pre-selected presentational speaking video that aligns with learners' needs and goals (see note below). Direct students to take notes using the Understanding Presentational Speaking Handout during the video (questions 1-3).
- Next, show the video two more times. The first time, include subtitles. The second time, remove the subtitles and set the audio at a slower setting. As the learners watch, they may answer questions 1-4 on the handout.
- Discuss the questions below as a class.
- What were some key terms that learners understood?
- What key ideas were learners able to identify?
- Did using technology (e.g., subtitles and slower audio speeds) help learners to understand more of the speech?
- Are learners able to provide a summary of the presentational speech (if necessary, in the L1)?
- Will learners try and use these note-taking strategies and technology when listening to presentational speech in the L2 in the future? Why or why not? Are other strategies more helpful to learners?
Notes:
- The presentational texts utilized in class should align well with the proficiency levels of learners as well as the goals of learners. For example, teachers may want to request that Novice learners studying weather find weather reports in Step 1. Alternatively, Advanced learners may be encouraged to find TED Talks about a relevant social topic.
Source: CASLS
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Content Type: 3
Title: InterCom: December 6, 2021
Body:
Today, we continue our series on presentational speaking! This week, we focus on interpreting presentational speech.
Thank you to Madi Collins, CASLS Student Worker, for her role in the creation of this week’s activity. Thank you to Isabella Walters, CASLS Student Intern, for her role in the creation of this week’s video.
There are a few ways to get connected with us this week:
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Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
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Check out the Activity of the Week. This activity provides five tips for understanding presentational speaking and guides learners through critical evaluation of the strategies that seem most beneficial to them.
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Check out this blog related to how to use YouTube for improving word language proficiency. It includes tips and suggestions reflected in this week’s activity and video. It also offers some additional supports.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 3
Title: InterCom: November 22, 2021
Body:
Welcome all! This week, we continue our exploration of presentational speaking strategies by discussing a 3-2-1 protocol for practicing presentational speaking.
Thank you to CASLS Student Worker, Madi Collins, for her role in the creation of this week’s activity and video.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This activity provides learners with a 3-2-1 protocol to use during peer feedback or when self-assessing presentational speaking
- Check out this EdWeek article for one teacher’s experience training her world language learners in the provision of peer feedback.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 3
Title: InterCom: November 29, 2021
Body:
This week, we continue our exploration of presentational speaking by discussing non-verbal communication strategies used during presentations.
Thank you to Madi Collins, CASLS Student Worker, for her role in the creation of this week’s activity. Thank you to Aleya Elkins, CASLS Graduate Intern, for her role in the creation of this week’s video.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This activity requires learners to observe, analyze, and practice non-verbal communication strategies.
- Check out this article related to the use of gestures in communication. It has great information regarding the impact, or the perlocutionary force, of gestures.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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