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OPI

OPI. Actfl guidelines. History of OPI. What kinds of classes do you take as a Spanish major? So what can you do in the language if you grad. with a degree in Span?

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OPI

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  1. OPI Actfl guidelines

  2. History of OPI • What kinds of classes do you take as a Spanish major? • So what can you do in the language if you grad. with a degree in Span? • How would you approach language learning differently if you were going to be a spy for the C.I.A. as opposed to wanting to read and discuss Don Quijote in the language of Cervantes? • 1950s??? What was going on? • BTW, did the U.S. learn its lesson of “Linguistic Preparedness”?

  3. What do you notice about this scale? • What’s the highest level? • Where do you think you fall? • Would this work for high school or college? • Do you want to be a zero?

  4. What differences do you see? Why did they replace levels 3-5 with one superior level?

  5. Effects of OPI on Language Teaching • How do teachers often interact with students differently than interviewers interact with interviewees in the proficiency interview? • Correct • explain • Interrupt students’ expressions • require complete sentences • generate all topics • simplify the way that they speak to their students • very different than the way they would speak to another proficient speaker of the TL.

  6. You are teaching about families and questions with “cómo” • T: ¿Cómoestufamilia? • S: Puesunapocoloca, estásunafamiliagrande, soy treshermanosynosgustajugaremosdeportes. • T: What might a teacher say at this point?????? • Teachers often focus on accuracy of students’ speech NOT content. • You are travelling on a bus in Mexico and meet a tourist from Germany. • You: ¿Cómoestufamilia? • Amigo: Puesunapocoloca, estásunafamiliagrande, soy treshermanosynosgustajugaremosdeportes. • You: What might you say at this point?

  7. What other effect might the guidelines have on teaching? • Focus on what you do with the language rather than grammar principles. • One teacher says to students, after chapter 8 you will be able to use the imperfect….. • Another teacher says, after chapter 8 you’ll be able to share experiences from your childhood, talk about things you did when you were a kid etc. • Guidelines = organizing principle. • What does that mean?

  8. Skill getting • Pseudo communication • Learning structures • Teacher-centered • Controlled speech • Structured/focused(predictable) • Complete sentences • Slow rate of speech • Systematic correction • Skill using • Interaction, communication • Accomplishing tasks • Student-centered • Creative use of language • Open-ended, Spontaneous activities • Natural rate when possible • Delayed correction

  9. What are some examples of skill getting and skill using activities? • Read these sentences aloud to a partner and Fill in the blanks with correct form of the verb in parentheses. • Ayer, yo ______ (tener) frio. • Write three sentences using tener in the imperfect. • Here is a picture of two people in a market in Guatemala. • One of you is the woman sitting down selling fruits and veggies. The other is the woman standing up wanting to buy some fruit. You are friends. • Have a conversation where you catch up on things and make a transaction.

  10. Standards for Foreign Language Learning • Five C’s????? Anyone name them all? • What is the purpose of the standards? • What are the 3 standards within “Communication”?

  11. Standards for Foreign Language Learning • SAMPLE LEARNING SCENARIO: NEWSCAST • Description: In the Spanish II class in Williamston High School, a small, rural community in Michigan, students worked in groups to write, produce, and videotape a fifteen-to-twenty minute Spanish language news show that included news events; a live, from-the-scene report; weather; sports; and commercials. The news events included items from the Spanish-speaking world, the United States, the state, and local areas. • Does this lesson incorporate all five C’s? • Does this lesson incorporate all of the standards for communication?

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