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Extempore Grab and Go Tasks

📌️

Tasks, tasks, tasks. They’re where engagement begins! Tasks bring language to life by providing your students with real life scenarios and linguistic responsibility. Instead of worrying about how they are going to use the language correctly, students have to figure out how to complete the task by using the language. Thus, there is an added element to the cognitive load.

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Below you will find a list of 15 language tasks (with 2 modified versions, for a total of 17) that can be done on Extempore in any language. These are not all ‘tasks,’ in the sense that they don’t all say “Hey student! Do this!” Rather, many of them represent practical real-life scenarios that language learners will naturally encounter throughout their language learning years. Let your students showcase their proficiency whether solving a problem for a friend or talking about their background / future plans! Now we’re talking!

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These tasks are in no particular order, and they are relevant to a variety of levels. They can also be modified in dozens of different ways. You’ll see that some tasks can be changed for students to answer with either a monologue or a conversation (hence the inclusion of tasks 2.5, and 3.5), or students can respond with audio or text response. You can add timers to create summative assessments, or remove them for formative practice. Extempore’s flexibility allows you to cater these tasks to your students’ needs. Play with them and see how your students respond!

✍️

Some task logistics: many of these tasks have areas for instructors to fill in like (insert target country), names of actors, and/or not-yet-added audio files (or pre-added English files) for the prompts. Make sure you add these in your target language before assigning, instead of assigning simply the template. Be creative and have fun with these!

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You will notice that the task ‘descriptions’ are all in English regardless of language chosen. I did this because it’s important to remember that we are not assessing our students ability to follow directions; we want them to know exactly what is required of them. Finally, feel free to edit the names as necessary in order to fit the cultural and linguistic needs of your class.

👀

Looking for even more task and activity ideas? Head over to Extempore Commons and take advantage of our full database of assessments that you can import directly to your account. Sort by language, proficiency level, content, assessment type, or mode of communication and find exactly what you need.

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Select a Task

#1 Extempore 101 (All Levels)

Let's get started.

INSTRUCTOR OVERVIEW

With Extempore, instructors can give you a video, audio, or text prompt, and students can respond with either video, audio, or text. For this set of questions, you'll respond with audio. Sometimes, there are timers for how long you can see the prompt and how much time you have to respond. Other times (but not for this practice assignment), you’ll only have one opportunity to respond to the question (that means no do-overs!).

QUESTIONS

  1. “Some questions will only be text. What are you looking forward to learning this school year? What has been your favorite part of learning (class name) in previous years? (if applicable)"

  2. “(Audio) Some questions will only have audio. What is your name? And what's something I should know about you?"

  3. “Some questions will have text paired with audio. Listen to the audio attached to this, then respond. (Audio): What do you think of Extempore so far? Is it easy to use?”

  4. “(Video) Some questions will have videos for you to consult. Do you have any questions for me about anything?”

Instructor Notes

  • “Extempore 101” is simply an opportunity for students to see how Extempore works and how they will engage with the app. Each question uses a different prompt form: audio, text, text paired with audio, and video. Students will respond with only audio in these responses. Try out different response types if you feel you might use written or video responses more often.
  • The sample questions are designed for you to get to know your students a little better. Try it out as an icebreaker!
  • It’s best to do this in students’ native language solely for their comfort. This is not meant to be an assignment, so much as a mock tutorial of the app. If you want to do this in the target language, I would suggest only doing it with advanced students.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#1 Extempore 101 (All Levels)

Let's get started.

INSTRUCTOR OVERVIEW

With Extempore, instructors can give you a video, audio, or text prompt, and students can respond with either video, audio, or text. For this set of questions, you'll respond with audio. Sometimes, there are timers for how long you can see the prompt and how much time you have to respond. Other times (but not for this practice assignment), you’ll only have one opportunity to respond to the question (that means no do-overs!).

QUESTIONS

  1. “Some questions will only be text. What are you looking forward to learning this school year? What has been your favorite part of learning (class name) in previous years? (if applicable)"

  2. “(Audio) Some questions will only have audio. What is your name? And what's something I should know about you?"

  3. “Some questions will have text paired with audio. Listen to the audio attached to this, then respond. (Audio): What do you think of Extempore so far? Is it easy to use?”

  4. “(Video) Some questions will have videos for you to consult. Do you have any questions for me about anything?”

Instructor Notes

  • “Extempore 101” is simply an opportunity for students to see how Extempore works and how they will engage with the app. Each question uses a different prompt form: audio, text, text paired with audio, and video. Students will respond with only audio in these responses. Try out different response types if you feel you might use written or video responses more often.
  • The sample questions are designed for you to get to know your students a little better. Try it out as an icebreaker!
  • It’s best to do this in students’ native language solely for their comfort. This is not meant to be an assignment, so much as a mock tutorial of the app. If you want to do this in the target language, I would suggest only doing it with advanced students.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#1 Extempore 101 (All levels)

Let’s get started.

INSTRUCTOR OVERVIEW

With Extempore, instructors can give you a video, audio, or text prompt, and students can respond with either video, audio, or text. For this set of questions, you'll respond with audio. Sometimes, there are timers for how long you can see the prompt and how much time you have to respond. Other times (but not for this practice assignment), you’ll only have one opportunity to respond to the question (that means no do-overs!).

QUESTIONS

  1. “Some questions will only be text. What are you looking forward to learning this school year? What has been your favorite part of learning (class name) in previous years? (if applicable)”

  2. “(Audio) Some questions will only have audio. What is your name? And what's something I should know about you?”

  3. “Some questions will have text paired with audio. Listen to the audio attached to this, then respond. (Audio): What do you think of Extempore so far? Is it easy to use?”

  4. “(Video) Some questions will have videos for you to consult. Do you have any questions for me about anything?”

Instructor Notes

  • “Extempore 101” is simply an opportunity for students to see how Extempore works and how they will engage with the app. Each question uses a different prompt form: audio, text, text paired with audio, and video. Students will respond with only audio in these responses. Try out different response types if you feel you might use written or video responses more often.
  • The sample questions are designed for you to get to know your students a little better. Try it out as an icebreaker!
  • t’s best to do this in students’ native language solely for their comfort. This is not meant to be an assignment, so much as a mock tutorial of the app. If you want to do this in the target language, I would suggest only doing it with advanced students.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
IMPORT

#1 Extempore 101 (All levels)

Let’s get started.

INSTRUCTOR OVERVIEW

With Extempore, instructors can give you a video, audio, or text prompt, and students can respond with either video, audio, or text. For this set of questions, you'll respond with audio. Sometimes, there are timers for how long you can see the prompt and how much time you have to respond. Other times (but not for this practice assignment), you’ll only have one opportunity to respond to the question (that means no do-overs!).

QUESTIONS

  1. “Some questions will only be text. What are you looking forward to learning this school year? What has been your favorite part of learning (class name) in previous years? (if applicable)”

  2. “(Audio) Some questions will only have audio. What is your name? And what's something I should know about you?”

  3. “Some questions will have text paired with audio. Listen to the audio attached to this, then respond. (Audio): What do you think of Extempore so far? Is it easy to use?”

  4. “(Video) Some questions will have videos for you to consult. Do you have any questions for me about anything?”

Instructor Notes

  • “Extempore 101” is simply an opportunity for students to see how Extempore works and how they will engage with the app. Each question uses a different prompt form: audio, text, text paired with audio, and video. Students will respond with only audio in these responses. Try out different response types if you feel you might use written or video responses more often.
  • The sample questions are designed for you to get to know your students a little better. Try it out as an icebreaker!
  • t’s best to do this in students’ native language solely for their comfort. This is not meant to be an assignment, so much as a mock tutorial of the app. If you want to do this in the target language, I would suggest only doing it with advanced students.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
IMPORT

#1 Extempore 101 (All levels)

Let’s get started.

INSTRUCTOR OVERVIEW

With Extempore, instructors can give you a video, audio, or text prompt, and students can respond with either video, audio, or text. For this set of questions, you'll respond with audio. Sometimes, there are timers for how long you can see the prompt and how much time you have to respond. Other times (but not for this practice assignment), you’ll only have one opportunity to respond to the question (that means no do-overs!).

QUESTIONS

  1. “Some questions will only be text. What are you looking forward to learning this school year? What has been your favorite part of learning (class name) in previous years? (if applicable)”

  2. “(Audio) Some questions will only have audio. What is your name? And what's something I should know about you?”

  3. “Some questions will have text paired with audio. Listen to the audio attached to this, then respond. (Audio): What do you think of Extempore so far? Is it easy to use?”

  4. “(Video) Some questions will have videos for you to consult. Do you have any questions for me about anything?”

Instructor Notes

  • “Extempore 101” is simply an opportunity for students to see how Extempore works and how they will engage with the app. Each question uses a different prompt form: audio, text, text paired with audio, and video. Students will respond with only audio in these responses. Try out different response types if you feel you might use written or video responses more often.
  • The sample questions are designed for you to get to know your students a little better. Try it out as an icebreaker!
  • t’s best to do this in students’ native language solely for their comfort. This is not meant to be an assignment, so much as a mock tutorial of the app. If you want to do this in the target language, I would suggest only doing it with advanced students.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
IMPORT

#2 Helping a New Student (Novice Low)

Hi! My name is Extempore.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. “What’s your name?”

  2. “What grade are you in?”

  3. “Where are you from?”

  4. “Who is your favorite teacher?

  5. Now that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • I like using this task as an easy way to practice lesson 1 of almost every language classroom. Students are often repeatedly practicing answers to these introductory questions (what is your name? Where are you from?), and this task provides a relevant scenario to incorporate them. Given that this situation would be an oral conversation (versus text), it’s most appropriate to have students listen to audio as prompts and respond orally as well.
  • You as instructor can modify for whatever students have learned up to this point (you don’t have to use the questions I provided). The ABCs of world languages tend to vary, so focus on what your students have learned in their early days.
  • It’s a minor tip, but consider adding the names of actual administrators / counselors in your description. Real names and locations from your school (instead of just generic terms) make tasks like these practical and realistic.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#2 SCHÜLER*INNEN HELFEN (NOVICE LOW)

Hi! My name is Extempore.

INSTRUCTOR OVERVIEW

Reyne, a new student from Düsseldorf, has just arrived at (your school name)! As a speaker of German, you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Reyne learn about (school). Before you take Reyne on the tour of your school though, Reyne wants to get to know you first. Answer Reyne’s questions in German, then prepare for the tour!

QUESTIONS

  1. "Wie heißt du?"

  2. "In welcher Klasse bist du?"

  3. "Woher kommst du?"

  4. "Wer sind deine Lieblingslehrer* innen?"

  5. Jetzt, da Reyne dich etwas besser kennt, stell Reyne mindestens 3 Fragen über Reye selbst, damit du Reyne besser kennenlernen kannst. Dann verabschiede dich von Reyne.

Instructor Notes

  • Gendersensible Sprache wird hier verwendet. (z.B. Schüler*in und Lieblingslehrer*in) Mehere Infos finden Sie unter:
  • Ich verwende diese Aufgabe gerne als einfache Methode, um Lektion 1 in fast jedem Sprachunterricht zu üben. Antworten auf diese einleitenden Fragen werden von den Schülern oft wiederholt geübt (Wie heißt du? Woher kommst du?) und diese Aufgabe stellt ein relevantes Szenario bereit, um sie zu integrieren. Da die Situation eine mündliche Konversation ist, im Gegensatz zu einem Text, ist es am besten, wenn die Schüler*innen Audio als Eingabeaufforderungen hören und auch mündlich antworten.
  • Sie als Lehrer*innen können für alles, was die Schüler*innen bis zu diesem Zeitpunkt gelernt haben, Änderungen vorzunehmen. (Sie müssen diese vorbereitete Fragen nicht verwenden.) Das ABC der Weltsprachen variiert in der Regel, so konzentrieren Sie sich auf das, was Ihre Schüler früher gelernt haben.
  • Es ist ein kleiner Tipp, aber erwägen Sie, die Namen der tatsächlichen Administrator*innen/Berater*innen in Ihre Beschreibung hinzuzufügen. Echte Namen und Orte aus Ihrer Schule (statt nur allgemeine Begriffe) machen Aufgaben wie diese praktisch und realistisch.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#2 Ayuda a un estudiante (Principiante Bajo)

Hi! My name is Extempore.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. ¿Cómo te llamas?

  2. ¿En qué curso estás?

  3. ¿De dónde eres?

  4. ¿Quién es tu profesor favorito?

  5. Now that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • Me gusta usar esta actividad como una manera sencilla de practicar la primera lección. Los estudiantes practican con mucha frecuencia las respuestas a estas preguntas introductorias (¿cómo te llamas?) y esta actividad les da un escenario realista en el cual incorporarlas. Como esta situación sería una conversación hablada, lo más apropiado es que los estudiantes escuchen las preguntas y respondan hablando, para lo cual seleccionaremos “Audio” o “Video” como tipos de respuesta, y no “Text”.
  • Como instructor, después de importar estas actividades, puedes modificarlas para incorporar lo que los estudiantes sepan ya. Los primeros pasos en las clases de idiomas varían mucho de clase a clase - lo mejor es enfocarse en lo que los estudiantes hayan aprendido en los primeros días.
  • Puedes añadir nombres de profesores de la escuela en la descripción de la actividad: nombres y lugares reales, en vez de términos genéricos, hacen que estas actividades sean más prácticas y realistas para el estudiante.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#٢- (Novice Low) مساعدة الطالب الجديد

Hi! My name is Extempore.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. “ما اسمك؟”

  2. “في اي صف انت”

  3. “من أين أنت؟”

Instructor Notes

  • I like using this task as an easy way to practice lesson 1 of almost every language classroom. Students are often repeatedly practicing answers to these introductory questions (what is your name? Where are you from?), and this task provides a relevant scenario to incorporate them. Given that this situation would be an oral conversation (versus text), it’s most appropriate to have students listen to audio as prompts and respond orally as well.
  • You as instructor can modify for whatever students have learned up to this point (you don’t have to use the questions I provided). The ABCs of world languages tend to vary, so focus on what your students have learned in their early days.
  • It’s a minor tip, but consider adding the names of actual administrators / counselors in your description. Real names and locations from your school (instead of just generic terms) make tasks like these practical and realistic.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record

#2 帮忙新的学生 (初级)

Hi! My name is Extempore.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. 你叫什么名字？

  2. 你上几年级？

  3. 你从哪里来？

  4. 你在这里最喜欢的老师是谁？

  5. Now that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • 我觉得这个task很适合外语课堂最初的单元，也就是介绍跟问候。一般来说，学生一开始学语言不断地说“我叫...”，“我上八年级...”等句子，而这个task要求学生把这种语言用于实际的情况下。因为这种情况需求学生的口语回答，最好让学生先听录音再用口语回答。
  • 作为老师，你可以用任何方法调整问题（不一定要用已经提供的题）为了适应到学生已经具有的知识。学外语的基础包括各种部分，所以最好要强调学生已经学好的内容。
  • 小提示：在task的说明中，使用在你学校的管理员或辅导员的真名，这样这个task有更多的现实感。

Parameters

Respond with Audio Allow re-record
Import

#2 幫忙新的學生(初級）

Hi! My name is Extempore.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. 你叫什麼名字？

  2. 你上幾年級？

  3. 你從哪裡來？

  4. 你在這裡最喜歡的老師是誰？

  5. Now that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • 我覺得這個task很適合外語課堂最初的單元，也就是介紹跟問候。一般來說，學生一開始學語言不斷地說“我叫...”，“我上八年級...”等句子，而這個task要求學生把這種語言用於實際的情況下。因為這種情況需求學生的口語回答，最好讓學生先聽錄音再用口語回答。
  • 作為老師，你可以用任何方法調整問題（不一定要用已經提供的題）為了適應到學生已經具有的知識。學外語的基礎包括各種部分，所以最好要強調學生已經學好的內容。
  • 小提示：在task的說明中，使用在你學校的管理員或輔導員的真名，這樣這個task有更多的現實感。

Parameters

Respond with Audio Allow re-record
Import

#2.5 Helping a New Student (Novice-Mid - Novice-High)

New student, new territory.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. “What is your name? What grade are you in?”

  2. “Hey! Take a look at my schedule. Are you in any of my classes?”

  3. “I have classes with (teacher’s name) at 9:30. Can you take me there or tell me where it is?”

  4. Now that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • This is just a step above task #2 in difficulty, better suited for students who can talk a little more about themselves and their school (novice high students).
  • Note that question #4 has both an image and audio overlay asking about the schedule. I like to think this adds an extra flavor of authenticity. Consider using a mock schedule from your school (with real classes and teachers) and incorporating it into this task.
  • It’s a minor tip, but consider adding the names of actual administrators / counselors in your description. Real names and locations from your school (instead of just generic terms) make tasks like these practical and realistic.

Parameters

Respond with Audio Allow re-record
Import

#2.5 SCHÜLER*INNEN HELFEN (NOVICE-MID - NOVICE-HIGH)

New student, new territory.

INSTRUCTOR OVERVIEW

Reyne, a new student from Düsseldorf, has just arrived at (your school name)! As a speaker of German, you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Reyne learn about (school). Before you take Reyne on the tour of your school though, Reyne wants to get to know you first. Answer Reyn’s questions in German, then prepare for the tour!

QUESTIONS

  1. "Wie heißt du? In welcher Klasse bist du?"

  2. "Hey! Schau dir meinen Stundenplan an. Bist du mit mir in irgendeinem Unterricht?"

  3. "Ich habe Unterricht mit (Lehrer*in) um 9:30 Uhr/halb zehn. Kannst du mich dorthin bringen oder mir sagen, wo er stattfindet?"

  4. "Jetzt, da Reyne dich etwas besser kennt, stell Reyne mindestens 3 Fragen über Reyne selbst, damit du Reyne besser kennenlernen kannst. Dann verabschiede dich von Reyne."

Instructor Notes

  • Gendersensible Sprache wird hier verwendet. (z.B. Schüler*in und Lieblingslehrer*in) Mehere Infos finden Sie unter: 
  • Dies ist nur eine Stufe höher als Aufgabe Nr. 2, besser geeignet wenn Schüler*innen mehr über sich selbst und ihre Schule erzählen können
  • Beachten Sie, dass Frage Nr. 4 ein Bild und auch eine Audioüberlagerung enthält, in der nach dem Stundenplan gefragt wird. Dies fügt ein zusätzliches Aroma von Authentizität hinzu. Erwägen Sie, einen Stundenplan Ihrer Schule (mit echten Klassen und Lehrer*innen) zu verwenden und ihn in diese Aufgabe zu integrieren.
  • Es ist ein kleiner Tipp, aber erwägen Sie, die Namen der tatsächlichen Administrator*innen/Berater*innen in Ihre Beschreibung hinzuzufügen. Echte Namen und Orte aus Ihrer Schule (statt nur allgemeine Begriffe) machen Aufgaben wie diese praktisch und realistisch.

Parameters

Respond with Audio Allow re-record
Import

#2.5 Ayudar a un estudiante nuevo (principiante alto)

New student, new territory.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. ¿Cómo te llamas? ¿En qué curso estás?

  2. ¿Quién es tu profesor favorito? ¿En qué clases estás?

  3. ¿Échale un vistazo a mi calendario. ¿Estás en alguna de mis clases?

  4. ¿Tengo clase con [nombre del profesor] a las 9:30. ¿Me puedes llevar o decirme cómo se va?

  5. Now that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • Este es un paso por encima de la actividad número 2, que se adapta mejor a estudiantes que pueden hablar más sobre la escuela y ellos mismos (principiante alto)
  • La pregunta 4 tiene una imagen y una grabación con la pregunta sobre el calendario. Esto lo hago para añadir más autenticidad. Si lo tienes, puedes usar un calendario de tu escuela (con clases y profesores reales) y ponerlo en la actividad.
  • Como las preguntas en la actividad número 2, tus preguntas deberían estar basadas en lo que tus estudiantes pueden hacer. Direcciones sencillas, detalles sobre clases y profesores y actividades de la escuela o el club que sean relevantes valen para esta tarea de principiante alto.

Parameters

Respond with Audio Allow re-record
Import

#٢٫٥- (Novice High) مساعدة الطالب الجديد

New student, new territory.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. ما اسمك؟ و في اي صف انت من هو المعلم المفضل لديك هنا؟ ما هي الحصص التي تأخذها هنا؟

  2. مرحبا! انظر إلى جدول أعمالي. هل أنت في أي من محاضراتي؟ لدي محاضرة مع الأستاذ عمر في الساعة التاسعة والنصف. هل يمكنك أن تأخذني أو تريني أين هي؟

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#2.5 帮忙新的学生 (novice high)

New student, new territory.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!你叫什么名字？你上几年级？

QUESTIONS

  1. 你叫什么名字？你上几年级？

  2. 你在这里最喜欢的老师是谁？你在这里上哪些课？

  3. 嘿！你看我的课程表。你上这些课吗？

  4. 我9点半要上李老师的课。她的教室在哪里？你可以带我去吗？

  5. ow that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • 这个task比第二难一点，更适合给可以讲多些的学生。
  • 第三个问题有着图片跟录音，我觉得这种资料带来更多的真实性。你也可以用自己学校的课程表，包括在这个task里面。
  • 就像第二个task的问题，问题应该是基于到这时候学生已经学好的语言。简单的指导，课程跟老师的信息以及有关的学校活动或俱乐部都会在novice-high的内容出现。

Parameters

Respond with Audio Allow re-record
Import

#2.5 幫忙新的學生(novice high)

New student, new territory.

INSTRUCTOR OVERVIEW

Leroy, a new student from ________, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help Leroy learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. 你叫什麼名字？你上幾年級？

  2. 你在這裡最喜歡的老師是誰？你在這裡上哪些課？

  3. 嘿！你看我的課程表。你上這些課嗎？

  4. 我9點半要上李老師的課。她的教室在哪裡？你可以帶我去嗎？

  5. Now that Leroy knows about you, ask Leroy at least 3 questions about himself so you can know him better. Then, bid him farewell.

Instructor Notes

  • 這個task比第二難一點，更適合給可以講多些的學生。
  • 第三個問題有著圖片跟錄音，我覺得這種資料帶來更多的真實性。你也可以用自己學校的課程表，包括在這個task裡面。
  • 就像第二個task的問題，問題應該是基於到這時候學生已經學好的語言。簡單的指導，課程跟老師的信息以及有關的學校活動或俱樂部都會在novice-high的內容出現。

Parameters

Respond with Audio Allow re-record
Import

#3 Weekend Plans (Novice-High)

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. “Hey! Are you free this weekend? Wanna hang out?”

  2. “Great! When are you free?”

  3. “Awesome! What do you like to do in your free time?”

  4. “That’s cool! Personally, I like going to the park with my dogs. I’m going Saturday morning, do you wanna come with me?”

Instructor Notes

  • Hobbies are one of the early topics covered in world languages, and weekend plans are often where they come up the most.
  • This is a pretty simple task and is best suited for novice-mid to novice-high students.

Parameters

Respond with Audio Allow re-record
Import

#3 PLÄNE FÜR DAS WOCHENENDE (NOVICE-HIGH)

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that Jan doesn’t know much about your hobbies and when you are available. Talk to Jan about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. "Hey! Hast du am Wochenende Zeit? Willst du chillen?"

  2. "Toll! Wann bist du frei?"

  3. "Genial! Was machst du gern in deiner Freizeit?"

  4. "Das ist cool! Ich persönlich gehe gerne mit meinen Hunden in den Park. Ich gehe Samstagmorgen, willst du mitkommen?"

Instructor Notes

  • Hobbys sind eines der ersten Themen, die in Weltsprachen Unterricht behandelt werden, und Wochenendpläne sind oft der Ort, an dem sie am häufigsten zur Sprache kommen.

  • Dies ist eine ziemlich einfache Aufgabe und eignet sich am besten, wenn sie etwas früher beim Lernen kommt. (Novice Mid - Novice High)

Parameters

Respond with Audio Allow re-record
Import

#3.5 PLÄNE FÜR DAS WOCHENENDE (TEXT VERSION)

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that Jan doesn’t know much about your hobbies and when you are available. Talk to Jan about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. "Hey! Hast du am Wochenende Zeit? Willst du chillen?"

  2. "Toll! Wann bist du frei?"

  3. "Genial! Was machst du gern in deiner Freizeit?"

  4. "Das ist cool! Ich persönlich gehe gerne mit meinen Hunden in den Park. Ich gehe Samstagmorgen, willst du mitkommen?"

Instructor Notes

  • Diese Textversion von Aufgabe Nr. 3 kann einer simulierten SMS-Konversation ähneln. Anstatt mit Audio zu antworten, antworten die Schüler*innen hier mit einer SMS.

  • Dies könnte auch in eine summative Bewertung umgewandelt werden, aber da die Schüler*innen tippen müssen, sollten Sie zusätzliche Zeit (1,5 - 2 Minuten) einplanen, für Rechtschreibung, Umlaute, diakritische Zeichen, Tippfehler usw.

Parameters

Respond with Audio Allow re-record
Import

#3 Planes de fin de semana (principiante medio/alto)

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. ¡Hola! ¿Estás libre este fin de semana? ¿Quieres hacer algo juntos?

  2. ¡Genial! ¿Cuándo estás libre?",

  3. ¡Muy bien! ¿Qué te gusta hacer en tu tiempo libre?

  4. ¡Vale! A mí me gusta ir al parque con mis perros. Voy el sábado por la mañana ¿Quieres venir conmigo?

Instructor Notes

  • Los hobbies son uno de los temas clásicos en cualquier clase de idiomas de principiantes, y los planes de fin de semana suelen aparecer con frecuencia.
  • Esta es una actividad muy sencilla y es apropiada para principiantes de nivel medio y alto.

Parameters

Respond with Audio Allow re-record
Import

#٣- (Novice - Interm) خطة عطلة نهاية الأسبوع

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. -مرحبا! هل لديك شيء في نهاية هذا الاسبوع؟ هل تريد التسكع معي؟

  2. عظيم! في أي وقت أنت متفرغ

  3. عظيم! ماذا تحب ان تفعل في وقت فراغك؟

  4. هذا لطيف! أنا شخصياً أحب أن أذهب إلى الحديقة مع كلبي, سأذهب يوم

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#3 周末安排 (novice-mid / novice-high)

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. “嘿！你这个周末有空吗？要不要出去玩？”

  2. “太好了！什么时候有空？”

  3. “好极了！你有空的时候喜欢做什么？”

  4. “很好啊！我喜欢跟我的狗去公园。我周六早上要去，要不要跟我来？”

Instructor Notes

  • 我们的爱好就是教外语的早期话题，让学生讲周末的安排也是个很适合讲爱好的场合。
  • 这个task较为简单，最适合给novice-mid跟novice-high的学生做。

Parameters

Respond with Audio Allow re-record
Import

#3 週末安排 (novice-mid / novice-high)

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. “嘿！你這個週末有空嗎？要不要出去玩？”

  2. “太好了！什麼時候有空？”

  3. “好極了！你有空的時候喜歡做什麼？”

  4. “很好啊！我喜歡跟我的狗去公園。我周六早上要去，要不要跟我來？”

Instructor Notes

  • 我們的愛好就是教外語的早期話題，讓學生講週末的安排也是個很適合講愛好的場合。
  • 這個task較為簡單，最適合給novice-mid跟novice-high的學生做。

Parameters

Respond with Audio Allow re-record
Import

#3.5 Weekend Plans (Text Version)

U free? Txt me!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. “Hey! Are you free this weekend? Wanna hang out?”

  2. “Great! When are you free?”

  3. “Awesome! What do you like to do in your free time?”

  4. “That’s cool! Personally, I like going to the park with my dogs. I’m going Saturday morning, do you wanna come with me?”

Instructor Notes

  • This text-based version of task #3 can resemble a mock text message conversation. Here, instead of responding with audio, students reply with a text response.
  • This version could also be converted to a summative assessment, but given that students have to type, consider giving extra time (1.5 - 2 minute) to account for spelling, accents, diacritics, typos, etc.

Parameters

Allow re-record Respond With Text
Import

#3.5 Planes de fin se semana (versión escrita)

U free? Txt me!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. Hola! ¿Estás libre este fin de semana? ¿Quieres hacer algo juntos?

  2. ¡Genial! ¿Cuándo estás libre?

  3. ¡Muy bien! ¿Qué te gusta hacer en tu tiempo libre?

  4. ¡Vale! A mí me gusta ir al parque con mis perros. Voy el sábado por la mañana ¿Quieres venir conmigo?

Instructor Notes

  • Esta pregunta, en modo escrito, puede hacerse como una conversación de sms o WhatsApp: los estudiantes, en vez de responder con audio, responden con un mensaje escrito.
  • Esta versión se puede también convertir en una evaluación sumativa.

Parameters

Allow re-record Respond With Text
Import

#٣٫٥- (Text) خطة عطلة نهاية الأسبوع

U free? Txt me!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. مرحبا! هل لديك شيء في نهاية هذا الاسبوع؟ هل تريد التسكع معي؟

  2. عظيم! في أي وقت أنت متفرغ

  3. عظيم! ماذا تحب ان تفعل في وقت فراغك؟

  4. هذا لطيف! أنا شخصياً أحب أن أذهب إلى الحديقة مع كلبي, سأذهب يوم

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#3.5 周末安排 (文字版)

U free? Txt me!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. “嘿！你这个周末有空吗？要不要出去玩？”

  2. “太好了！什么时候有空？”

  3. “好极了！你有空的时候喜欢做什么？”

  4. “很好啊！我喜欢跟我的狗去公园。我周六早上要去，要不要跟我来？”

Instructor Notes

  • 这个task就是第三个task的写作版本，类似于手机上的微信对话。学生在这里要打汉字来回答。
  • 如果要把这个task当作summative assessment的话，最好给学生足够的时间打字，大概一到两分钟。

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#3.5 週末安排 (文字版)

U free? Txt me!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jan, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. “嘿！你這個週末有空嗎？要不要出去玩？”

  2. “太好了！什麼時候有空？”

  3. “好極了！你有空的時候喜歡做什麼？”

  4. “很好啊！我喜歡跟我的狗去公園。我周六早上要去，要不要跟我來？”

Instructor Notes

  • 這個task就是第三個task的寫作版本，類似於手機上的微信對話。學生在這裡要打漢字來回答。
  • 如果要把這個task當作summative assessment的話，最好給學生足夠的時間打字，大概一到兩分鐘。

Parameters

Allow re-record Respond With Text
Import

#4 Talking About Your Homeland and Advice on Popular Spots (Novice-High - Intermediate Low)

So you’re from America, eh?

INSTRUCTOR OVERVIEW

People are always curious about where you are from, and when you tell them you’re from _________, they know they can go to you with questions. Take Lulu, for example. She’s heard you’re from ___________ and just so happens to be planning a trip to _______ this summer! Seeing you as an encyclopedia of all things ________, Lulu has come to you for advice.

QUESTIONS

  1. “So I heard you’re from _________, so cool! I’m actually going to _______ this summer and I’m so excited for it! The thing is, I haven’t really planned my trip yet, and I have no idea where I should go. It’s pretty hot in the summer, right? What do you think I should do? Where should I go?”

Instructor Notes

  • You might not think about it, but being able to talk about your home country in the TL is just as important as talking about target language countries. I’m often asked by Chinese people (outside the US) about American politics and hot topics, popular foods, and even sports. This task is a practical scenario for talking about your home country and what it’s known for.
  • This task is presentational speaking, but (like many other tasks in this list) it can be modified in dozens of ways. Consider the following options:
    • “What’s the weather normally like in _____?”
    • “Where do you normally go during the summer in _________?”
  • Scaffolding a task like this can help students break it down and may be more appropriate for lower level learners.
  • Likewise, it could be interpersonal but instead of oral output, change it to written output. In this class the conversation would resemble a text message, and you could encourage students to use emojis / other relevant text speech (including abbreviations from the TL)

Parameters

Respond with Audio Allow re-record
Import

#4 Tu país, y consejos sobre sus lugares conocidos (principiante medio/alto)

So you’re from America, eh?

INSTRUCTOR OVERVIEW

People are always curious about where you are from, and when you tell them you’re from _________, they know they can go to you with questions. Take Lulu, for example. She’s heard you’re from ___________ and just so happens to be planning a trip to _______ this summer! Seeing you as an encyclopedia of all things ________, Lulu has come to you for advice.

QUESTIONS

  1. He oído que eres de Madrid, ¡Qué chulo! Yo voy a ir a España este verano. ¡Tengo muchas ganas!. Mi problema es que no he planificado mi viaje todavía y no sé dónde ir. Hace mucho calor en el verano, ¿verdad? ¿Qué piensas que debería hacer? ¿Dónde debería ir?

Instructor Notes

  • Muchas veces no lo pensamos, pero ser capaz de hablar de tu país en la lengua meta es tan importante como ser capaz de hablar de los países que hablan esa lengua. Cuando voy a China, con frecuencia me preguntan por la política en Estados Unidos, la comida, los deportes, etc... Esta actividad es una buena oportunidad para que los estudiantes hablen de su país y de las cosas por las que se le conoce.
  • Esta actividad es presentacional, pero (al igual que otras actividades en esta lista) se puede modificar de muchas maneras. Por ejemplo: “¿Cómo es normalmente el tiempo en Madrid?”, “¿A dónde vas normalmente los veranos en España?” Reconvertir la actividad en un diálogo sirve de técnica de andamiaje para hacerla más accesible a estudiantes de nivel más bajo. De la misma manera, podemos hacerla interpersonal, pero en vez de hablada, cambiarla a escrita. Así, la podríamos convertir en una conversación por sms o WhatsApp, animando a los estudiantes a usar emojis, por ejemplo, o abreviaciones en la lengua meta.

Parameters

Respond with Audio Allow re-record
Import

سمعت انك من مصر هذا رائع! سأذهب هذا الصيف وأنا سعيد جدً! لكن أنا لم أستعد للسفر ولا أعرف إلى أين أذهب. الجو حار في الصيف أليس كذلك؟ ماذا تنصحني أن أفعل هناك؟

So you’re from America, eh?

INSTRUCTOR OVERVIEW

People are always curious about where you are from, and when you tell them you’re from _________, they know they can go to you with questions. Take Lulu, for example. She’s heard you’re from ___________ and just so happens to be planning a trip to _______ this summer! Seeing you as an encyclopedia of all things ________, Lulu has come to you for advice.

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#4 讲我们的祖国 (novice-high / intermediate)

So you’re from America, eh?

INSTRUCTOR OVERVIEW

People are always curious about where you are from, and when you tell them you’re from _________, they know they can go to you with questions. Take Lulu, for example. She’s heard you’re from ___________ and just so happens to be planning a trip to _______ this summer! Seeing you as an encyclopedia of all things ________, Lulu has come to you for advice.

QUESTIONS

  1. 我听说你是________________人。好巧我这个夏天打算去______________旅游！好兴奋啊！可是，我还不知道我要在___________做什么，也不知道该去哪里。在你那里夏天的时候比较热，对吧？你觉得我该做什么？该去哪里？

Instructor Notes

  • 讲我们的祖国其实跟讲目标国家一样重要。如果我在中国或台湾，我经常会遇到很多很好奇的本地人，发现我是美国人以后，他们都会问我很多问题关于美国政治跟热门话题，甚至美国的职业运动。这个task给学生一个现实的机会讲自己的国家以及它的重要的点。
  • 这个task是presentational speaking，可有好多方法可以调整到你的学生的水平跟能力。一下有些例子：
  • 就像task 3.5， 你可以把这个task改为interpersonal speaking的对话，每个句子分为一个在Extempore上的问题。
  • 在_______________天气一般怎么样？
  • 你在_________夏天的时候一般去哪里？
  • 用对话的方式评估学生的口语水平可以简化学生的要求，适合水平较低的学生。
  • 同时，你可以让学生把答案打出来，鼓励他们用表情符号跟其他的目标语言的俚语！

Parameters

Respond with Audio Allow re-record
Import

#4 講我們的祖國 (novice-high / intermediate)

So you’re from America, eh?

INSTRUCTOR OVERVIEW

People are always curious about where you are from, and when you tell them you’re from _________, they know they can go to you with questions. Take Lulu, for example. She’s heard you’re from ___________ and just so happens to be planning a trip to _______ this summer! Seeing you as an encyclopedia of all things ________, Lulu has come to you for advice.

QUESTIONS

  1. 我聽說你是________________人。好巧我這個夏天打算去______________旅遊！好興奮啊！可是，我還不知道我要在___________做什麼，也不知道該去哪裡。在你那里夏天的時候比較熱，對吧？你覺得我該做什麼？該去哪裡？

Instructor Notes

  • 講我們的祖國其實跟講目標國家一樣重要。如果我在中國或台灣，我經常會遇到很多很好奇的本地人，發現我是美國人以後，他們都會問我很多問題關於美國政治跟熱門話題，甚至美國的職業運動。這個task給學生一個現實的機會講自己的國家以及它的重要的點。
  • 這個task是presentational speaking，可有好多方法可以調整到你的學生的水平跟能力。一下有些例子：
  • 就像task 3.5， 你可以把這個task改為interpersonal speaking的對話，每個句子分為一個在Extempore上的問題。
  • 在_______________天氣一般怎麼樣？
  • 用對話的方式評估學生的口語水平可以簡化學生的要求，適合水平較低的學生。
  • 同時，你可以讓學生把答案打出來，鼓勵他們用表情符號跟其他的目標語言的俚語！

Parameters

Respond with Audio Allow re-record
Import

#5 My Story (Intermediate Mid)

So you wanna hear about my language learning background?

INSTRUCTOR OVERVIEW

When you’re in (insert country / city of target culture), there’s a good chance you’ll encounter numerous natives who are curious about your background learning ________. The thing is, these encounters require more than just personal introductions; people will want to know about your educational background, what your hometown is like, your future plans, they’ll just be so curious! Situations like these are more common than you might expect, so it’s best to practice your script (it will eventually become one) early and often.

QUESTIONS

  1. Tell YOUR story. Talk about your background, where you're from in (insert home country / state / city), how you got started learning (insert TL), what you think of the culture, what future plans you have, where you attended / will attend college, your major there, etc. Explain the circumstances that you led to you being in that exact moment with those locals. Are you studying abroad? On vacation? Working a part-time summer job? Teaching English (or other language)? They will want to know!

Instructor Notes

  • Some background behind this task: In my Chinese classes, I have an entire unit dedicated to the concept of ‘my story.’ Primarily this unit is focused on talking about where we want to attend college and why (I teach high school), as well as incorporating careers and reasons behind why we choose careers. Within this unit though, my students learn to talk about their personal backgrounds, their interests, and their future plans. Why do I have this unit? From my personal experience in China, Taiwan, and even with other ethnic Chinese in the US, I’ve had to explain my background and why I study Chinese countless times, answering typical questions like “How long have you studied?” “Have you been to China?” and even “Do you have a Chinese girlfriend?” As a non-native Chinese teacher then, I realized that if I keep doing this, then my students will have to as well at some point. So why not prepare them for it? Many (not all, but many) natives will be curious when a foreigner speaks their language, and the questions come out of general curiosity. This “my story” task on Extempore would be the culmination of this unit on future plans / college; it would represent the students’ final product.
  • A note: in the many occasions where I told my “story,” I realized that these conversations will not play out the same for everyone. Chinese people are normally interested when a white American male like myself approaches them and converses in Mandarin. The dialogue would differ significantly, however, if the American were an American born Chinese (ABCs - Chinese heritage speakers), or perhaps of other Asian (or non-white) descent. I know that in many cases, Chinese Americans who do NOT speak Chinese are looked down upon by many Chinese patriots. At the same time, I cannot speak for how these conversations will go in other cultures outside of China, whether in Europe, Africa, South America, or any other part of the world. It comes as no surprise then that these scenarios will also differ for ESL students. Regardless, the purpose behind this unit and task lies in the fact that we talk about our backgrounds often, and we should know how to do so in the target language. ",
    "Teacher tips: There’s a LOT of flexibility with this task. Encourage your students to be themselves and see what they come up with.
  • You will see that there are two different versions to this task. #5 is the open-ended, no time-limit freetalk version of “my story,” whereas 5.5 is conversation based and is thus broken into parts with different questions for the students to answer. ",
    "Don’t use timers here.
  • Where this goes in your unit is up to you, but it’s likely best to serve as either a unit beginner or culmination, not somewhere in the middle.
  • If you choose to use video, understand its purpose. While video allows us to see student faces, it allows them to show emotion and convey their message even more effectively than just audio. Should you choose video, be sure to emphasize this.

Parameters

Respond with Audio Allow re-record
Import

#5 Mi historia

So you wanna hear about my language learning background?

INSTRUCTOR OVERVIEW

When you’re in (insert country / city of target culture), there’s a good chance you’ll encounter numerous natives who are curious about your background learning ________. The thing is, these encounters require more than just personal introductions; people will want to know about your educational background, what your hometown is like, your future plans, they’ll just be so curious! Situations like these are more common than you might expect, so it’s best to practice your script (it will eventually become one) early and often.

QUESTIONS

  1. uenta TU historia. Habla de tu pasado, de donde eres en [su país], cómo empezaste a aprender Español , qué piensas de la cultura, qué quieres hacer en el futuro, a dónde fuiste/vas a ir a la universidad, qué carrera vas a cursar, etc… Explica las circunstancias que te llevaron a estar donde estás ahora: ¿Estás estudiando fuera? ¿De vacaciones? ¿Haciendo un trabajo de verano? ¿Enseñando tu idioma? ¡Tus colegas tienen mucha curiosidad!

Instructor Notes

  • Contexto sobre esta actividad: en mis clases de Chino tengo una unidad dedicada al concepto de “mi historia”. Esta unidad está enfocada principalmente en dónde queremos ir a la universidad y por qué. Incorporo carreras y razones por las que elegimos esas carreras. Dentro de esta unidad mis estudiantes aprenden a hablar de sus historias personales, sus intereses, y sus planes de futuro. Uso esta unidad porque personalmente he tenido que contestar muchísimas veces, en China y Taiwan, estas preguntas. Como profesor no nativo de Chino, me hizo pensar que si a mí me hacían esas preguntas, a mis estudiantes también se las harían, así que, ¿por qué no prepararles?. Muchos nativos tienen curiosidad cuando un extranjero habla su idioma. La actividad de “mi historia” en Extempore sería la culminación de la unidad sobre los planes futuros y la universidad. Representará la producción final del estudiante.
  • Nota: durante las muchas veces que he contado “mi historia” me di cuenta de que no todas siguen el mismo patrón. A los Chinos, por ejemplo, les interesa cuando un Americano blanco les habla en Español. El diálogo sería muy diferente, por ejemplo, si el que les hablara fuera un Americano de raza China. La experiencia de los estudiantes de ESL en Estados Unidos, por ejemplo, es también muy diferente a la mía. Sea como sea, la idea de esta unidad es que hablamos mucho de nosotros mismos y debemos saber hacerlo también en la lengua meta.
  • Truco: esta actividad tiene MUCHA flexibilidad. Anima a tus estudiantes a ser ellos mismos y a tener imaginación en su respuesta.
  • Verás que hay dos versiones diferentes de esta actividad. La número 5 es una versión abierta, sin límites de tiempo de “mi historia”, mientras que la 5.5 está basada en una conversación y está rota en varias partes con diferentes preguntas para el estudiante.
  • No limites los tiempos en esta actividad.
  • Estas actividades puedes ponerlas en cualquier parte de la unidad, pero funcionan mejor al principio o al final, no en el medio.
  • Si decides usar video, es importante darse cuenta que en un video el estudiante puede comunicar sus emociones y el mensaje con mayor efectividad. Hay que explicarles esto antes de que empiecen la actividad.

Parameters

Respond with Audio Allow re-record
Import

#٥- (Audio) قصتي

So you wanna hear about my language learning background?

INSTRUCTOR OVERVIEW

When you’re in (insert country / city of target culture), there’s a good chance you’ll encounter numerous natives who are curious about your background learning ________. The thing is, these encounters require more than just personal introductions; people will want to know about your educational background, what your hometown is like, your future plans, they’ll just be so curious! Situations like these are more common than you might expect, so it’s best to practice your script (it will eventually become one) early and often.

QUESTIONS

  1. !أخبرنا بقصتك من أين أنت؟ كيف تعلمت العربية؟ اين تدرس؟ ما هي أهدافك المستقبلية؟ هل تدرس الآن أم أنك في إجازة؟ ماهي مهنتك؟ !سوف يريدون أن يعرفوا

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#5 我的故事

So you wanna hear about my language learning background?

INSTRUCTOR OVERVIEW

When you’re in (insert country / city of target culture), there’s a good chance you’ll encounter numerous natives who are curious about your background learning ________. The thing is, these encounters require more than just personal introductions; people will want to know about your educational background, what your hometown is like, your future plans, they’ll just be so curious! Situations like these are more common than you might expect, so it’s best to practice your script (it will eventually become one) early and often.

QUESTIONS

  1. 讲一下你的故事，说说你的个人背景，你的老家，怎么开始学中文，觉得华人文化怎么样，将来有什么安排，在哪里上大学，等等。你也可以说说你为什么在中国。 留学吗？旅游吗？兼职工作吗？教英语吗？

Instructor Notes

  • 我先要讲一下这个task的一些重要背景。在我三年级的中文班课，我会教《我的故事》这个单元，主要的目标就是让学生（我教的是高中生）讲他们要在哪里上大学，为什么喜欢那所大学，要读什么专业，将来要从事什么样的工作等等。在这个单元之内并且做这个task以前， 学生会学个人背景，兴趣爱好以及将来的打算。那我为什么会叫这种单元吗？通过为个人在中国和台湾的经历，甚至在美国遇到华人的时刻，我无数次要给刚认识的华人讲我的故事。每次都得回答一样的问题：“你中文学了多久？” “说得真好啊，在哪里学的？” （如在国外）“你去过中国吗？去过中国哪里？” 甚至问我 “你有没有中国女朋友？” 我告诉你，我每次遇到华人都是这样的对话。通过好多类似的经历，我发现作为一个非母语中文老师，如果我自己会有这种经历，我的学生不会一样吗？。当本地人听到外国人讲中文时，他们自然而然就会感到好奇，结果不得不问这些问题。“我的故事”这个task是以将来为主的单元的结束，也就是学生最后一份作业。
  • 注释：我讲了自己的故事好多次，可是最近我发现，这样的场合对每个人会非常不一样。当我在华人面前开口讲普通话，作为一个美国白人，我自己会自然的引起华人的关注（这就是我的经历）。可是如果说话者是美国华裔或是非白人，那这样的对话跟我个人经历会大相径庭。怎么会不一样呢？我不能说，因为我从来没有经历过。无论如何，这个单元跟task的主要目标是引导学生说说自己的背景，而用目标语言讲此话题也至关重要。
  • 注释：在这个task之内，你会看到有两个不同的task。第六不自由的，没有时间限制，学生随便讲“我的故事”， 而6.5是以对话为主，分为对话不同部分来让学生进行对话。
  • 为了这个task，最好不要用计时器。

Parameters

Respond with Audio Allow re-record
Import

#4 講我們的祖國 (novice-high / intermediate)

So you wanna hear about my language learning background?

INSTRUCTOR OVERVIEW

When you’re in (insert country / city of target culture), there’s a good chance you’ll encounter numerous natives who are curious about your background learning ________. The thing is, these encounters require more than just personal introductions; people will want to know about your educational background, what your hometown is like, your future plans, they’ll just be so curious! Situations like these are more common than you might expect, so it’s best to practice your script (it will eventually become one) early and often.

QUESTIONS

  1. 講一下你的故事，說說你的個人背景，你的老家，怎麼開始學中文，覺得華人文化怎麼樣，將來有什麼安排，在哪裡上大學，等等。你也可以說說你在中國的原因。留學嗎？旅遊嗎？兼職工作嗎？教英語嗎

Instructor Notes

  • 我先要講一下這個task的一些重要背景。在我三年級的中文班課，我會教《我的故事》這個單元，主要的目標就是讓學生（我教的是高中生）講他們要在哪裡上大學，為什麼喜歡那所大學，要讀什麼專業，將來要從事什麼樣的工作等等。在這個單元之內並且做這個task以前， 學生會學個人背景，興趣愛好以及將來的打算。那我為什麼會叫這種單元嗎？通過為個人在中國和台灣的經歷，甚至在美國遇到華人的時刻，我無數次要給剛認識的華人講我的故事。每次都得回答一樣的問題：“你中文學了多久？” “說得真好啊，在哪裡學的？” （如在國外）“你去過中國嗎？去過中國哪裡？” 甚至問我“你有沒有中國女朋友？” 我告訴你，我每次遇到華人都是這樣的對話。通過好多類似的經歷，我發現作為一個非母語中文老師，如果我自己會有這種經歷，我的學生不會一樣嗎？ 。當本地人聽到外國人講中文時，他們自然而然就會感到好奇，結果不得不問這些問題。 “我的故事”這個task是以將來為主的單元的結束，也就是學生最後一份作業。
  • 註釋：我講了自己的故事好多次，可是最近我發現，這樣的場合對每個人會非常不一樣。當我在華人面前開口講普通話，作為一個美國白人，我自己會自然的引起華人的關注（這就是我的經歷）。可是如果說話者是美國華裔或是非白人，那這樣的對話跟我個人經歷會大相徑庭。怎麼會不一樣呢？我不能說，因為我從來沒有經歷過。無論如何，這個單元跟task的主要目標是引導學生說說自己的背景，而用目標語言講此話題也至關重要。
  • 註釋：在這個task之內，你會看到有兩個不同的task。第六不自由的，沒有時間限制，學生隨便講“我的故事”， 而6.5是以對話為主，分為對話不同部分來讓學生進行對話。
  • 為了這個task，最好不要用計時器。

Parameters

Respond with Audio Allow re-record
Import

#6 Job Interview (advanced)

Experience? I have loads!

INSTRUCTOR OVERVIEW

You’ve done it! Well, almost. You’ve landed a job interview for a growing startup in Brugges, and now is where your French skills come into play. Respond to the following questions with as much detail as possible. Don’t forget your non-verbal language, too! Posture, hand movements, and eye contact are critical in a job interview.

QUESTIONS

  1. Thanks for coming! Tell me a bit about yourself. What interests you about Bruges?

  2. Tell us about your background and how you see your prior education and experiences fitting in with this job.

  3. You’d be required to give formal presentations in French and English to a variety of clients. Do you feel confident about this? What public speaking have you done in the past?

  4. There’s a lot of travel involved with this job. How do you adapt to new environments?

Instructor Notes

  • Realistically this should be a summative assessment, and students should submit responses on video. Instructors should also pose question prompts as video too. Think about an interview. You’re nervous, you can’t focus, your stomach is upset, and you have no idea what will be asked even after hours of practicing. We should make our assessment environment as similar as possible (of course we do want our students to be comfortable, but hey, welcome to interviews in a foreign language!). Video prompts and responses would allow for the most realistic scenario here.
  • Like those in other prompts, these questions can be altered.

Parameters

Limit time to review Time to respond per question Allow re-record Respond With Video
Import

#6 Entrevista de trabajo (Avanzado)

Experience? I have loads!

INSTRUCTOR OVERVIEW

You’ve done it! Well, almost. You’ve landed a job interview for a growing startup in Brugges, and now is where your French skills come into play. Respond to the following questions with as much detail as possible. Don’t forget your non-verbal language, too! Posture, hand movements, and eye contact are critical in a job interview.

QUESTIONS

  1. ¡Gracias por venir! Cuéntame sobre ti. ¿Qué te interesa de Minneapolis?

  2. ¿Cómo crees que tu educación y experiencia encajan en este trabajo?

  3. Como parte de este puesto vas a tener que dar presentaciones formales en Español e Inglés a clientes. ¿Crees que serás capaz de hacerlo? ¿Has hablado en público antes? Cuéntame más.

  4. Este trabajo requiere viajar mucho. ¿Cómo te adaptas a situaciones nuevas?

Instructor Notes

  • Esta actividad debería ser una evaluación sumativa, con respuestas en video. Los estímulos del instructor deberían ser también en video. Piensa en cómo es una entrevista de trabajo: estás nervioso, no puedes concentrarte, tienes el estomago raro...y no sabes qué te van a preguntar, ¡aunque lleves horas practicando!. Deberíamos intentar que nuestros exámenes sean los más parecidos a esto. Aunque normalmente queremos que nuestros estudiantes estén lo más cómodos posibles, ¡de vez en cuando conviene exponerlos a la realidad de una entrevista de trabajo en un idioma que no es el suyo!. Al usar el video conseguiremos que el escenario sea más realista.
  • Al igual que todos los otros estímulos, puedes cambiar las preguntas.

Parameters

Limit time to review Time to respond per question Respond With Video
Import

#٦- (Interm) مقابلة عمل

Experience? I have loads!

INSTRUCTOR OVERVIEW

You’ve done it! Well, almost. You’ve landed a job interview for a growing startup in Brugges, and now is where your French skills come into play. Respond to the following questions with as much detail as possible. Don’t forget your non-verbal language, too! Posture, hand movements, and eye contact are critical in a job interview.

QUESTIONS

  1. ١) شكرا لتواجدك هنا! حدثني عن نفسك ماذا تحب عن مدينة مينيابوليس؟

  2. ٢) أخبرنا عن تاريخك الوظيفي وكيف تناسب تعليمك في هذه الوظيفة.

  3. ٣) أنت مطالب بتقديم عروض رسمية باللغتين العربية والإنجليزية للعملاء. هل تشعر بالاستقرار حيال هذا؟ ما هي العروض التقديمية التي قمت بها في الماضي؟

  4. ٤) السفر كثير مع هذه الوظيفة. كيف تتكيف مع الأماكن الجديدة بسرعة؟

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#6 工作面试 (高级)

Experience? I have loads!

INSTRUCTOR OVERVIEW

You’ve done it! Well, almost. You’ve landed a job interview for a growing startup in Brugges, and now is where your French skills come into play. Respond to the following questions with as much detail as possible. Don’t forget your non-verbal language, too! Posture, hand movements, and eye contact are critical in a job interview.

QUESTIONS

  1. 欢迎欢迎。你先说你自己吧。你为什么对哈尔滨感兴趣？

  2. 你可以多说你的个人背景吗？你以前的教育和工作经历是什么？你觉得你为什么适合这份工作？

  3. 这份工作的要求之一是用中文跟英文两个语言做演讲。你对此要求有自信吗？你以前做过吗？

  4. 这份工作也有个较大的旅行要求。你怎么适应到新的环境？

Instructor Notes

我个人觉得这个task应该是summative assessment以及学生必须用视频回答。老师也该用视频问问题，这样可以模仿真正的工作面试条件。你想想面试的条件，人家都很紧张，肚子疼，也还不知道面试者要问什么。如果我们要做这个的语言评估，我们应该努力去模仿工作面试的真实环境。

Parameters

Limit time to review Time to respond per question Allow re-record Respond With Video
Import

#6 工作面試 (高級)

Experience? I have loads!

INSTRUCTOR OVERVIEW

You’ve done it! Well, almost. You’ve landed a job interview for a growing startup in Brugges, and now is where your French skills come into play. Respond to the following questions with as much detail as possible. Don’t forget your non-verbal language, too! Posture, hand movements, and eye contact are critical in a job interview.

QUESTIONS

  1. 歡迎歡迎。你先說你自己吧。你為什麼對高雄感興趣？

  2. 你可以多說你的個人背景嗎？你以前的教育和工作經歷是什麼？你覺得你為什麼適合這份工作？

  3. 這份工作的要求之一是用中文跟英文兩個語言做演講。你對此要求有自信嗎？你以前做過嗎？

  4. 這份工作也有個較大的旅行要求。你怎麼適應到新的環境？

Instructor Notes

我個人覺得這個task應該是summative assessment以及學生必須用視頻回答。老師也該用視頻問問題，這樣可以模仿真正的工作面試條件。你想想面試的條件，人家都很緊張，肚子疼，也還不知道面試者要問什麼。如果我們要做這個的語言評估，我們應該努力去模仿工作面試的真實環境。

Parameters

Limit time to review Time to respond per question Allow re-record Respond With Video
Import

#7 Post High-School Plans

So, where are you going to college?

INSTRUCTOR OVERVIEW

College, college, college. That’s all you hear about as a high school senior. Friend’s parent: ‘Where are you going to college?’ ‘What are you going to major in?’ Local dad: ‘Oh do you like _________ (local school)? I’ve heard they have a beautiful campus!’ You want to be polite, but gosh it is just never ending! Still, the questions won’t end. And on your trip to Kyoto this summer, you know people will be curious to hear about your future plans. Time to prep!

QUESTIONS

  1. Wow! Your Japanese is so good! Are you going to study Japanese in college? Here in Kyoto?

  2. Well, where do you plan on going to college then? Where did you apply? Where did you get into? Did you apply to Harvard?

  3. Oh, I see! Why do you like that college then? What made you choose to attend that school?

  4. Are you looking forward to college? What aspects in particular?

Instructor Notes

  • This is a conversation, and it should be kept as such. Similar to the ‘my story’ task, when I first started teaching this with my students (high schoolers), I asked them, “how often do you get asked about college / post high school life?” To which they respond “OMG all the time Mr. Castner!” If these are common topics of conversation, then we should be teaching them how to talk about it in the TL.
  • It’s natural for most adults to ask kids these questions (spoiler: they like other questions too!), and it’s no different in other cultures.

Parameters

Respond with Audio Allow re-record
Import

#7 La vida después del colegio

So, where are you going to college?

INSTRUCTOR OVERVIEW

College, college, college. That’s all you hear about as a high school senior. Friend’s parent: ‘Where are you going to college?’ ‘What are you going to major in?’ Local dad: ‘Oh do you like _________ (local school)? I’ve heard they have a beautiful campus!’ You want to be polite, but gosh it is just never ending! Still, the questions won’t end. And on your trip to Kyoto this summer, you know people will be curious to hear about your future plans. Time to prep!

QUESTIONS

  1. ¡Guau! ¡Hablas muy bien Español! ¿Vas a estudiarlo en la universidad? ¿Acá en Barcelona?

  2. Entonces, ¿Dónde piensas ir a la universidad? ¿Dónde pediste entrar? ¿Dónde te aceptaron? ¿Pediste Harvard?

  3. ¡Ah¡ ¡Ya veo! ¿Por qué te gusta esa universidad? ¿Qué te hizo elegirla?

  4. ¿Tienes ganas de empezar la universidad? ¿Qué cosas en particular te apetecen?

Instructor Notes

  • Esto es una conversación, no más. Al igual que la actividad de “Mi historia”, cuando empecé a usarla con mis estudiantes (de high school) les pregunté cuantas veces les preguntaban sobre la universidad y me respondían “¡Todo el tiempo, Mr. Castner!”. Si estos son tópicos comunes de conversación, deberíamos enseñarselos en Español también.
  • Es normal que los adultos les hagan estas preguntas a los estudiantes (¡aunque a los chicos les gustan otras preguntas también!). Esto ocurre en todas las culturas.

Parameters

Respond with Audio Allow re-record
Import

#٧- (H.S-Imd/Adv) الحياة بعد المدرسة الثانوية

So, where are you going to college?

INSTRUCTOR OVERVIEW

College, college, college. That’s all you hear about as a high school senior. Friend’s parent: ‘Where are you going to college?’ ‘What are you going to major in?’ Local dad: ‘Oh do you like _________ (local school)? I’ve heard they have a beautiful campus!’ You want to be polite, but gosh it is just never ending! Still, the questions won’t end. And on your trip to Kyoto this summer, you know people will be curious to hear about your future plans. Time to prep!

QUESTIONS

  1. ١) لغتك العربية رائعة! هل تدرس اللغة العربية في الجامعة ؟ هنا في دبي ؟

  2. ٢) في اي جامعة تريد الدراسة؟ أين تقدمت؟ هل دخلت؟ هل تقدمت إلى جامعة دبي؟

  3. ٣) حسنا! لماذا تحب هذه الجامعة ولماذا اخترتها؟

  4. ٤) هل تتطلع لبدء الجامعة ؟ ما هي الأشياء التي تتطلع إليها؟

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#7 高中毕业以后的生活

So, where are you going to college?

INSTRUCTOR OVERVIEW

College, college, college. That’s all you hear about as a high school senior. Friend’s parent: ‘Where are you going to college?’ ‘What are you going to major in?’ Local dad: ‘Oh do you like _________ (local school)? I’ve heard they have a beautiful campus!’ You want to be polite, but gosh it is just never ending! Still, the questions won’t end. And on your trip to Kyoto this summer, you know people will be curious to hear about your future plans. Time to prep!

QUESTIONS

  1. 哇！你的中文这么好！你要在大学学中文吗？在长春吗？

  2. 那你要在哪里上大学？你已经申请了哪所学校？哪里被录取？申请了哈佛吗？

  3. 哦知道了。那你为什么喜欢那所学校？你为什么要在哪里上大学？

  4. 期待上大学吗？

Instructor Notes

  • 这个task是个对话，也该如此保存。就像“我的故事”这个task，我一开始跟学生教这个话题，我会说“你们经常被问到这些问题吗？” 学生马上回答说：“总是这样啊！每天都被问到！” 如果这些话题在学生的生活中经常出现，那我们该教学生怎么用目标语言讲。
  • 这些问题对学生虽然很烦恼，可是大人对孩子都持着好奇感，问这些问题可自然的。问这些问题，在其他的文化也一摸一样。

Parameters

Respond with Audio Allow re-record
Import

#7 高中畢業以後的生活

So, where are you going to college?

INSTRUCTOR OVERVIEW

College, college, college. That’s all you hear about as a high school senior. Friend’s parent: ‘Where are you going to college?’ ‘What are you going to major in?’ Local dad: ‘Oh do you like _________ (local school)? I’ve heard they have a beautiful campus!’ You want to be polite, but gosh it is just never ending! Still, the questions won’t end. And on your trip to Kyoto this summer, you know people will be curious to hear about your future plans. Time to prep!

QUESTIONS

  1. 哇！你的中文這麼好！你要在大學學中文嗎？在台北嗎？

  2. 那你要在哪裡上大學？你已經申請了哪所學校？哪裡被錄取？申請了哈佛嗎？

  3. 哦知道了。那你為什麼喜歡那所學校？你為什麼要在哪裡上大學？

  4. 期待上大學嗎？

Instructor Notes

  • 這個task是個對話，也該如此保存。就像“我的故事”這個task，我一開始跟學生教這個話題，我會說“你們經常被問到這些問題嗎？” 學生馬上回答說：“總是這樣啊！每天都被問到！ ” 如果這些話題在學生的生活中經常出現，那我們該教學生怎麼用目標語言講。
  • 這些問題對學生雖然很煩惱，可是大人對孩子都持著好奇感，問這些問題可自然的。問這些問題，在其他的文化也一摸一樣。

Parameters

Respond with Audio Allow re-record
Import

#8 Post College Plans

You mean I have to adult?

INSTRUCTOR OVERVIEW

Post-grad life approaches quickly. You’re not ready and you have no idea how to prepare. Alas, the questions from your peers and other acquaintances are nonstop! Got a job yet? Going abroad next summer? Planning on doing a PhD soon? Hello! I’m just trying to graduate here! As a matter of fact though, you are planning on spending your junior year abroad in Alexandria, Egypt, so perhaps you should brush up on your Arabic to answer these questions...

QUESTIONS

  1. Well, do you have any jobs lined up after you graduate from college?

  2. Interesting, well what fields are you interested in finding work? Perhaps I have some connections I can set you up with.

  3. Are you interested at all in pursuing a master’s or PhD sometime in the future? What would you consider studying?

  4. Any plans to move abroad? Your language skills could definitely get you a job over here!

Instructor Notes

This is nearly identical to #7, except it is designed for current university students. Instead of questions revolving around colleges and majors, they instead center on jobs, master’s degrees, and other unknowables for many college students. Still, every college student will tell you these are frequent conversation topics, and as a result, they should know how to discuss these in the target language.

Parameters

Respond with Audio Allow re-record
Import

#8 La vida después de la universidad

You mean I have to adult?

INSTRUCTOR OVERVIEW

Post-grad life approaches quickly. You’re not ready and you have no idea how to prepare. Alas, the questions from your peers and other acquaintances are nonstop! Got a job yet? Going abroad next summer? Planning on doing a PhD soon? Hello! I’m just trying to graduate here! As a matter of fact though, you are planning on spending your junior year abroad in Alexandria, Egypt, so perhaps you should brush up on your Arabic to answer these questions...

QUESTIONS

  1. ¿Tienes algún trabajo preparado para después de la universidad?

  2. ¡Qué interesante! ¿En qué campos te gustaría buscar trabajo?

  3. ¿Te interesaría hacer un máster o un doctorado? ¿En qué campos?

  4. ¿Tienes planes de ir al extranjero? ¡Tus idiomas te ayudarían mucho!

Instructor Notes

Esta actividad es casi idéntica a las número 7, excepto que está diseñada para estudiantes de universidad. En vez de hablar de carreras, nos centraremos en trabajos, doctorados y otras cosas que les interesan a los estudiantes de universidad.

Parameters

Respond with Audio Allow re-record
Import

#٨- (College - Imd / Adv) الحياة بعد الكلية

You mean I have to adult?

INSTRUCTOR OVERVIEW

Post-grad life approaches quickly. You’re not ready and you have no idea how to prepare. Alas, the questions from your peers and other acquaintances are nonstop! Got a job yet? Going abroad next summer? Planning on doing a PhD soon? Hello! I’m just trying to graduate here! As a matter of fact though, you are planning on spending your junior year abroad in Alexandria, Egypt, so perhaps you should brush up on your Arabic to answer these questions...

QUESTIONS

  1. ١) هل لديك أي وظائف مرتبة بعد تخرجك من الكلية؟

  2. ٢) ما مجال العمل الذي أنت مهتم بالعثور على عمل؟ لدي بعض الناس وأنا يمكن أن تقوم بإعداد مع.

  3. ٣) هل أنت تريد الحصول على الدكتوراه فى المستقبل؟ ماذا تريد ان تدرس؟

  4. ٤) هل لديك خطط للدراسة في بلد آخر؟ لأنك تتحدث العربية بشكل جيد يمكن أن تحصل على وظيفة هنا!

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#8 大学毕业以后的生活

You mean I have to adult?

INSTRUCTOR OVERVIEW

Post-grad life approaches quickly. You’re not ready and you have no idea how to prepare. Alas, the questions from your peers and other acquaintances are nonstop! Got a job yet? Going abroad next summer? Planning on doing a PhD soon? Hello! I’m just trying to graduate here! As a matter of fact though, you are planning on spending your junior year abroad in Alexandria, Egypt, so perhaps you should brush up on your Arabic to answer these questions...

QUESTIONS

  1. 大学毕业以后有什么工作打算？

  2. 你对研究生或博士感兴趣吗？如果感兴趣的话，你觉得你会学什么？

  3. 你有没有打算出国住？你中文这么好一定可以找好工作！

Instructor Notes

这个task跟第七个十分相同，只是给大学生做。这些问题集中于将来的工作，研究生学位以及其他的话题。无论如何，每个大学生都知道这些话题在日常对话中出现，因此他们也应该知道周末要用目标语言去讲。

Parameters

Respond with Audio Allow re-record
Import

#8 大學畢業以後的生活

You mean I have to adult?

INSTRUCTOR OVERVIEW

Post-grad life approaches quickly. You’re not ready and you have no idea how to prepare. Alas, the questions from your peers and other acquaintances are nonstop! Got a job yet? Going abroad next summer? Planning on doing a PhD soon? Hello! I’m just trying to graduate here! As a matter of fact though, you are planning on spending your junior year abroad in Alexandria, Egypt, so perhaps you should brush up on your Arabic to answer these questions...

QUESTIONS

  1. 大學畢業以後有什麼工作打算？

  2. 很有意思。那你要從事什麼樣的工作？

  3. 你對研究生或博士感興趣嗎？如果感興趣的話，你覺得你會學什麼？

  4. 你有沒有打算出國住？你中文這麼好一定可以找好工作！

Instructor Notes

這個task跟第七個十分相同，只是給大學生做。這些問題集中於將來的工作，研究生學位以及其他的話題。無論如何，每個大學生都知道這些話題在日常對話中出現，因此他們也應該知道周末要用目標語言去講。

Parameters

Respond with Audio Allow re-record
Import

#9 Weather forecast (picture + audio) and what to do

BE-A-UTIFUL!

INSTRUCTOR OVERVIEW

Ahh, the weather. Ceaseless infiltrator of our daily lives! Alas, we cannot avoid it. Your new friend from Guadalajara, Javier, just made it to your school not too long ago, but he has had some trouble adjusting to such a radically different climate. As a native of Minneapolis, you’re the perfect person for Javier to consult. Give him advice on what to do this weekend based on the weather forecasts and your own experiences in Minneapolis.

QUESTIONS

  1. “I’m thinking about going to the park someday soon. When do you think I should go?”

  2. Thanks! Do you think the weather is suitable for swimming this weekend? Where can I swim around here?

  3. “I’m planning on going hiking Saturday. Do you wanna come?”

Instructor Notes

  • There’s lots of flexibility with this task. Consider using a screenshot of a weather forecast from your native area, or one from the target culture (or both!).
  • This is an excellent summative assessment task. It’s practical and can be adjusted to your students’ levels. You could use different weather forecasts for different prompts, and ask students to 1) pick the best day to do something, 2) choose a day to do something inside, or 3) suggest an indoor / outdoor activity based purely on the weather forecast.
  • If your class is split into honors and on grade level, considering using sentence starters as scaffolding. For weather, you could use phrases like...
    • It looks like...
    • Seems to me...
    • In my opinion...
    • Oftentimes...

Parameters

Respond with Audio Allow re-record
Import

#9 El tiempo (foto y audio) y qué hacer

BE-A-UTIFUL!

INSTRUCTOR OVERVIEW

Ahh, the weather. Ceaseless infiltrator of our daily lives! Alas, we cannot avoid it. Your new friend from Guadalajara, Javier, just made it to your school not too long ago, but he has had some trouble adjusting to such a radically different climate. As a native of Minneapolis, you’re the perfect person for Javier to consult. Give him advice on what to do this weekend based on the weather forecasts and your own experiences in Minneapolis.

QUESTIONS

  1. Quiero ir al parque uno de estos días. ¿Cuándo crees que debería ir?

  2. ¡Gracias! ¿Crees que hará tiempo de nadar este fin de semana? ¿Dónde se puede nadar?

  3. Voy a hacer senderismo este Sábado. ¿Quieres venir?

Instructor Notes

  • Esta actividad te da mucha flexibilidad. Puedes usar una foto del hombre del tiempo de tu área, o de la cultura que estés enseñando, o ambas.
  • Esta es una buena actividad para una evaluación sumativa. Es muy práctica y se puede ajustar a diferentes niveles. Puedes usar diferentes predicciones como estímulos y pedirles a los estudiantes que 1) elijan el mejor día para hacer algo 2) elijan un día para no salir o 3) sugieran una actividad basándose en la predicción del tiempo.
  • Si tu clase está dividida en niveles, puedes usar frases hechas para empezar oraciones como andamiaje. Para la predicción del tiempo, puedes usar frases como:
  • Me parece…
  • En mi opinión...
  • Con frecuencia…

Parameters

Respond with Audio Allow re-record
Import

#٩- (Audio) توقعات الطقس والخطط

BE-A-UTIFUL!

INSTRUCTOR OVERVIEW

Ahh, the weather. Ceaseless infiltrator of our daily lives! Alas, we cannot avoid it. Your new friend from Guadalajara, Javier, just made it to your school not too long ago, but he has had some trouble adjusting to such a radically different climate. As a native of Minneapolis, you’re the perfect person for Javier to consult. Give him advice on what to do this weekend based on the weather forecasts and your own experiences in Minneapolis.

QUESTIONS

  1. “أفكر في الذهاب إلى الحديقة قريبًا متى تعتقد أنني سأذهب؟”-

  2. شكرا! اريد ان اسبح هل تعتقد أن الطقس سيكون لطيفا نهاية الأسبوع؟”-

  3. “اريد الذهاب للتنزه يوم السبت هل سترافقني؟”-

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#9 天气预报与打算

BE-A-UTIFUL!

INSTRUCTOR OVERVIEW

Ahh, the weather. Ceaseless infiltrator of our daily lives! Alas, we cannot avoid it. Your new friend from Guadalajara, Javier, just made it to your school not too long ago, but he has had some trouble adjusting to such a radically different climate. As a native of Minneapolis, you’re the perfect person for Javier to consult. Give him advice on what to do this weekend based on the weather forecasts and your own experiences in Minneapolis.

QUESTIONS

  1. “我最近在想，这周应该去公园。你觉得我什么时候该去？

  2. 谢啦！你觉得这周末的天气适合游泳吗？

  3. “我周六要去爬山。你要跟我来吗？

Instructor Notes

  • 这个task有着大量的灵活性。思考一下在extempore的question里面用本地天气预报的截图。
  • 这个task是个非常好的summative assessment，因为很实际的，也可以被调整到学生的水平。你可以在不同的道题里使用不同的天气预报，让学生（1）选天气最好的一天，（2）哪一天该呆在室内，（3）按照天气预报，推荐一个合适的活动。
  • 如果你的课分为honors跟on grade，你可以用一下的 sentence starters 为 scaffolding。
  • 看起来...
  • 好像...
  • 对我来说，
  • 为了给学生足够的支持，把上面的开头语输入在文本框。

Parameters

Respond with Audio Allow re-record
Import

#9 天氣預報與打算

BE-A-UTIFUL!

INSTRUCTOR OVERVIEW

Ahh, the weather. Ceaseless infiltrator of our daily lives! Alas, we cannot avoid it. Your new friend from Guadalajara, Javier, just made it to your school not too long ago, but he has had some trouble adjusting to such a radically different climate. As a native of Minneapolis, you’re the perfect person for Javier to consult. Give him advice on what to do this weekend based on the weather forecasts and your own experiences in Minneapolis.

QUESTIONS

  1. “我最近在想，這週應該去公園。你覺得我什麼時候該去？

  2. 謝啦！你覺得這週末的天氣適合游泳嗎？

  3. “我周六要去爬山。你要跟我來嗎？

Instructor Notes

  • 这个task有着大量的灵活性。思考一下在extempore的question里面用本地天气预报的截图。
  • 這個task是個非常好的summative assessment，因為很實際的，也可以被調整到學生的水平。你可以在不同的道題裡使用不同的天氣預報，讓學生（1）選天氣最好的一天，（2）哪一天該呆在室內，（3）按照天氣預報，推荐一個合適的活動。
  • 如果你的課分為honors跟on grade，你可以用一下的 sentence starters 為 scaffolding。
  • 看起来...
  • 好像...
  • 對我來說，
  • 一般來說，
  • 為了給學生足夠的支持，把上面的開頭語輸入在文本框。

Parameters

Respond with Audio Allow re-record
Import

#10 Dinner time and Google maps

I will not be hangry. I will not be hangry!

INSTRUCTOR OVERVIEW

Decisions, decisions! Keita, your roommate during your stay in Osaka, has asked you to pick out a place to eat tonight. It’s 5:30, and your stomach is rumbling. You pop open Google Maps and are faced with a plethora of options. There’s a place that has rave reviews, 5 stars all around and doesn’t break the bank, but it’s a 2+ mile walk from your dorm. Then there’s a local spot just a 2 minute walk from your dorm, but it’s only got three stars and a small amount of low-quality reviews. Your stomach aches but you and Keita will not accept mediocre food. Before you know it, it starts to rain. Talk to Keita about what you see on your map app, including the general vicinity of the restaurant and its location in relation to your dorm, how long it would take to arrive, and what other options you have.

QUESTIONS

  1. (This is a group assignment): It’s Friday night and time to eat, but you have no clue where to go! Look at the map and based on what you see, have a conversation with your partner about choosing a place to eat. Decide where you want to go and why you want to go there. Is it because of distance? Ratings? Type of food?

  2. Thanks! Do you think the weather is suitable for swimming this weekend? Where can I swim around here?

  3. “I’m planning on going hiking Saturday. Do you wanna come?”

Instructor Notes

  • Giving and asking for directions is obsolete in the language learning classroom. It’s 2020. We all have map apps on our phones, and we know how to look where the nearest noodle joint is or where we can get our early morning coffee and tea. This doesn’t mean that directions shouldn’t be something we teach. After all, we use them quite often. A group task like this is perfect for two students to collaborate on any friend group’s biggest problem, choosing a place to eat.
  • Experiment with modifying this task. Perhaps just add a screenshot of a restaurant’s google reviews and have students debate whether or not they will go there, or show a menu of a restaurant and force students to decide. Making decisions mutually is an important life skill, and these tasks encourage our students to talk things out and come to a consensus.

Parameters

Respond with Audio Allow re-record
Import

#10 La hora de la cena y Google Maps

I will not be hangry. I will not be hangry!

INSTRUCTOR OVERVIEW

Decisions, decisions! Keita, your roommate during your stay in Osaka, has asked you to pick out a place to eat tonight. It’s 5:30, and your stomach is rumbling. You pop open Google Maps and are faced with a plethora of options. There’s a place that has rave reviews, 5 stars all around and doesn’t break the bank, but it’s a 2+ mile walk from your dorm. Then there’s a local spot just a 2 minute walk from your dorm, but it’s only got three stars and a small amount of low-quality reviews. Your stomach aches but you and Keita will not accept mediocre food. Before you know it, it starts to rain. Talk to Keita about what you see on your map app, including the general vicinity of the restaurant and its location in relation to your dorm, how long it would take to arrive, and what other options you have.

QUESTIONS

  1. Este es una actividad de grupo: es Viernes por la noche, y hora de cenar, pero ¡no tienes ni idea de a dónde ir! Mira el mapa, y en base a lo que veas, habla con tu compañero y elegid un lugar para ir a cenar. Decidid un lugar y las razones por las que queréis ir ahí. ¿Es por la distancia? ¿Por las críticas en Google? ¿Por el tipo de comida?

Instructor Notes

  • Dar y recibir direcciones en un mapa es algo ya obsoleto en la clase de idiomas. Es 2020: todos tenemos mapas en nuestros teléfonos y sabemos dónde encontrar el restaurante que buscamos. Esto no quiere decir, sin embargo, que no debamos enseñar cómo dar instrucciones. Una actividad de grupo como esta es perfecta para que los estudiantes colaboren para solucionar el principal problema que un grupo de amigos va a encontrarse siempre: dónde comer.
  • Intenta modificar esta actividad. Puedes por ejemplo añadir una imagen de las críticas de un restaurante en Google y pedirle a los estudiantes que discutan si quieren ir o no, o mostrar un menú y que los estudiantes decidan qué piden. Tomar decisiones en grupo es una habilidad importante y estas actividades animan a los estudiantes a que hablen y lleguen a un consenso.

Parameters

Respond with Audio Allow re-record
Import

#١٠- (Group) وقت العشاء وخرائط جوجل

I will not be hangry. I will not be hangry!

INSTRUCTOR OVERVIEW

Decisions, decisions! Keita, your roommate during your stay in Osaka, has asked you to pick out a place to eat tonight. It’s 5:30, and your stomach is rumbling. You pop open Google Maps and are faced with a plethora of options. There’s a place that has rave reviews, 5 stars all around and doesn’t break the bank, but it’s a 2+ mile walk from your dorm. Then there’s a local spot just a 2 minute walk from your dorm, but it’s only got three stars and a small amount of low-quality reviews. Your stomach aches but you and Keita will not accept mediocre food. Before you know it, it starts to rain. Talk to Keita about what you see on your map app, including the general vicinity of the restaurant and its location in relation to your dorm, how long it would take to arrive, and what other options you have.

QUESTIONS

  1. إنها ليلة الجمعة ووقت الأكل - أنت لا تعرف إلى أين تذهب- انظر إلى الخريطة- وتحدث مع شريكك إلى أين تذهب- لماذا تريد أن تذهب هناك؟- هل هذا بسبب اختيار الطعام؟- أو المسافة؟-

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#10 该在哪里吃晚饭？

I will not be hangry. I will not be hangry!

INSTRUCTOR OVERVIEW

Decisions, decisions! Keita, your roommate during your stay in Osaka, has asked you to pick out a place to eat tonight. It’s 5:30, and your stomach is rumbling. You pop open Google Maps and are faced with a plethora of options. There’s a place that has rave reviews, 5 stars all around and doesn’t break the bank, but it’s a 2+ mile walk from your dorm. Then there’s a local spot just a 2 minute walk from your dorm, but it’s only got three stars and a small amount of low-quality reviews. Your stomach aches but you and Keita will not accept mediocre food. Before you know it, it starts to rain. Talk to Keita about what you see on your map app, including the general vicinity of the restaurant and its location in relation to your dorm, how long it would take to arrive, and what other options you have.

QUESTIONS

  1. (群体活动): 周五晚上该吃饭的时候，你还不知道该在哪里吃啊！看看地图，然后跟朋友讨论一下晚饭的选择。你要去哪里吃？为什么要去那里？是因为距离近吗？评价好吗？

Instructor Notes

  • 谁还在2020年问路？在外语课堂也一样过时吧，人家都有手机上的地图APP，也都知道怎么找早餐或最流行的拉面店。当然，这并不意味着我们不该教方向这个话题，而关键是找到合适的条件去教。找地方吃总是两个人常遇到的问题，用以上的群体活动就可以让学生解决问题。
  • 你可以使用很多方法调整这个task。你可以只用饭馆评价的截图然后让学生讨论，按照评价会不会去。你也可以把两家饭馆的菜单用上去，让学生下决定要去哪里。互相选择是个很重要的生活技能，这些tasks都能鼓励学生好好讨论，达成共识。

Parameters

Respond with Audio Allow re-record
Import

#10 該在哪裡吃晚飯？

I will not be hangry. I will not be hangry!

INSTRUCTOR OVERVIEW

Decisions, decisions! Keita, your roommate during your stay in Osaka, has asked you to pick out a place to eat tonight. It’s 5:30, and your stomach is rumbling. You pop open Google Maps and are faced with a plethora of options. There’s a place that has rave reviews, 5 stars all around and doesn’t break the bank, but it’s a 2+ mile walk from your dorm. Then there’s a local spot just a 2 minute walk from your dorm, but it’s only got three stars and a small amount of low-quality reviews. Your stomach aches but you and Keita will not accept mediocre food. Before you know it, it starts to rain. Talk to Keita about what you see on your map app, including the general vicinity of the restaurant and its location in relation to your dorm, how long it would take to arrive, and what other options you have.

QUESTIONS

  1. (群體活動): 週五晚上該吃飯的時候，你還不知道該在哪裡吃啊！看看地圖，然後跟朋友討論一下晚飯的選擇。你要去哪裡吃？為什麼要去那裡？是因為距離近嗎？評價好嗎？

  2. 謝啦！你覺得這週末的天氣適合游泳嗎？

  3. “我周六要去爬山。你要跟我來嗎？

Instructor Notes

  • 誰還在2020年問路？在外語課堂也一樣過時吧，人家都有手機上的地圖APP，也都知道怎麼找早餐或最流行的拉麵店。當然，這並不意味著我們不該教方向這個話題，而關鍵是找到合適的條件去教。找地方吃總是兩個人常遇到的問題，用以上的群體活動就可以讓學生解決問題。
  • 你可以使用很多方法調整這個task。你可以只用飯館評價的截圖然後讓學生討論，按照評價會不會去。你也可以把兩家飯館的菜單用上去，讓學生下決定要去哪裡。互相選擇是個很重要的生活技能，這些tasks都能鼓勵學生好好討論，達成共識。

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#11 Art Analysis and Interior Design

Put that in a museum!

INSTRUCTOR OVERVIEW

During your stay in Santiago, Chile this summer, your friend Yazmín invites you to her place for dinner. While dinner is cooking, Yazmín’s mother approaches you with three different paintings that she recently procured. She’s curious to know what you think of each painting, and eventually she wants you to help her decide which one she should hang in her home. After the conversation, you decide to get a gift for Yazmin’s mother for her hospitality and delicious home-cooked meal. You have two decisions to make. First, tell Yazmín’s mother which painting she should hang in her house, then share with Yazmín what you would purchase for her mother based on the paintings her mother showed to you.

QUESTIONS

  1. What do you think of this painting? Do you like it?

  2. What do you think of this painting? Do you like it?

  3. What do you think of this painting? Do you like it?

  4. Okay, which one is your favorite of the three? I can’t wait to hang some new art in here!

  5. Yazmín: “I hear you want to get my mom a gift. How thoughtful! What were you thinking of getting?”

Instructor Notes

Art is an important topic for many different AP world language classes, but situations to talk about art are often few and far in between. Here is a practical task where students can give their opinions about art and then make a decision afterwards. At the same, you can use this task to introduce different aspects of art and culture in your class’s target language.

Parameters

Respond with Audio Allow re-record
Import

#11 Descripción de una pintura

Put that in a museum!

INSTRUCTOR OVERVIEW

During your stay in Santiago, Chile this summer, your friend Yazmín invites you to her place for dinner. While dinner is cooking, Yazmín’s mother approaches you with three different paintings that she recently procured. She’s curious to know what you think of each painting, and eventually she wants you to help her decide which one she should hang in her home. After the conversation, you decide to get a gift for Yazmin’s mother for her hospitality and delicious home-cooked meal. You have two decisions to make. First, tell Yazmín’s mother which painting she should hang in her house, then share with Yazmín what you would purchase for her mother based on the paintings her mother showed to you.

QUESTIONS

  1. ¿Qué opinas de este cuadro? ¿Te gusta?

  2. ¿Qué opinas de este cuadro? ¿Te gusta?

  3. ¿Qué opinas de este cuadro? ¿Te gusta?

  4. ¿Cuál de los tres es tu favorito? ¡Tengo ganas de elegir uno y colgarlo en nuestra clase!

  5. Yazmín: “He oído que quieres hacerle un regalo a mi mamá. ¡Qué detalle! ¿Qué estabas pensando en comprar?”

Instructor Notes

El arte es un tema importante en muchas clases de idiomas de AP, pero los estudiantes tienen pocas oportunidades de hablar de arte. Esta es una tarea práctica donde los estudiantes pueden dar su opinión antes de tomar una decisión. También puedes usar esta actividad para introducir diferentes aspectos del arte y la cultura del Español.

Parameters

Respond with Audio Allow re-record
Import

#١١- (Adv.) تحليل الرسم و هدية

Put that in a museum!

INSTRUCTOR OVERVIEW

During your stay in Santiago, Chile this summer, your friend Yazmín invites you to her place for dinner. While dinner is cooking, Yazmín’s mother approaches you with three different paintings that she recently procured. She’s curious to know what you think of each painting, and eventually she wants you to help her decide which one she should hang in her home. After the conversation, you decide to get a gift for Yazmin’s mother for her hospitality and delicious home-cooked meal. You have two decisions to make. First, tell Yazmín’s mother which painting she should hang in her house, then share with Yazmín what you would purchase for her mother based on the paintings her mother showed to you.

QUESTIONS

  1. ما رأيك في هذه اللوحة؟ هل تحبها؟

  2. ما رأيك في هذه اللوحة؟ هل تحبها؟

  3. ما رأيك في هذه اللوحة؟ هل تحبها؟

  4. من الثلاث، أي واحد هو المفضل لديك؟ أنا متحمس للتزيين بفن جديد هنا

  5. “مها: أسمع أنك تريد أن تعطي أمي هدية. هذا لطف منك! ماذا كنت تفكر في الشراء لأمي ؟ -

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#11 艺术分析，一件礼物

Put that in a museum!

INSTRUCTOR OVERVIEW

During your stay in Santiago, Chile this summer, your friend Yazmín invites you to her place for dinner. While dinner is cooking, Yazmín’s mother approaches you with three different paintings that she recently procured. She’s curious to know what you think of each painting, and eventually she wants you to help her decide which one she should hang in her home. After the conversation, you decide to get a gift for Yazmin’s mother for her hospitality and delicious home-cooked meal. You have two decisions to make. First, tell Yazmín’s mother which painting she should hang in her house, then share with Yazmín what you would purchase for her mother based on the paintings her mother showed to you.

QUESTIONS

  1. 你觉得这幅画怎么样？喜欢吗？

  2. 你觉得这幅画怎么样？喜欢吗？

  3. 你觉得这幅画怎么样？喜欢吗？

  4. 好，那你最喜欢的一幅是哪一个？

  5. Haiyan：我听说你要给我妈买礼物，你太好了！你要给她什么？

Instructor Notes

美术就是AP课堂重要的话题之一，可讲美术的情况不是经常出现的。在这个task里，学生可以表达他们对美术的意见，以后可以帮助阿姨做出决定。同时，老师也可以把这个task用于介绍目标文化的不同艺术以及艺术风格。

Parameters

Respond with Audio Allow re-record
Import

#11 藝術分析，一件禮物

Put that in a museum!

INSTRUCTOR OVERVIEW

During your stay in Santiago, Chile this summer, your friend Yazmín invites you to her place for dinner. While dinner is cooking, Yazmín’s mother approaches you with three different paintings that she recently procured. She’s curious to know what you think of each painting, and eventually she wants you to help her decide which one she should hang in her home. After the conversation, you decide to get a gift for Yazmin’s mother for her hospitality and delicious home-cooked meal. You have two decisions to make. First, tell Yazmín’s mother which painting she should hang in her house, then share with Yazmín what you would purchase for her mother based on the paintings her mother showed to you.

QUESTIONS

  1. 你覺得這幅畫怎麼樣？喜歡嗎？

  2. 你覺得這幅畫怎麼樣？喜歡嗎？

  3. 你覺得這幅畫怎麼樣？喜歡嗎？

  4. 好，那你最喜歡的一幅是哪一個？

  5. Haiyan：我聽說你要給我媽買禮物，你太好了！你要給她什麼？

Instructor Notes

美術就是AP課堂重要的話題之一，可講美術的情況不是經常出現的。在這個task裡，學生可以表達他們對美術的意見，以後可以幫助阿姨做出決定。同時，老師也可以把這個task用於介紹目標文化的不同藝術以及藝術風格。

Parameters

Respond with Audio Allow re-record
Import

#12 At a restaurant with a friend

Let's eat!

INSTRUCTOR OVERVIEW

You’re meeting up with Rodrigo, a friend you met in Acapulco, to have dinner at a local hot spot in the city, Gallo Pinto. You love Mexican food and are excited to see what you can order at Gallo Pinto. The thing is, you’ve always been a little scared by menus in Spanish. Take a look at the menu and then ask Rodrigo about what to order. Rodrigo has eaten here many times, so take some time to ask him about the menu.

QUESTIONS

  1. Look at the menu and ask Rodrigo at least two questions about the menu. What are some foods you’ve never heard of? What might you be interested in trying?

  2. Tell Rodrigo what you are considering ordering and why.

  3. All of a sudden there is a waitress in front of you! Order your meal in Spanish.

Instructor Notes

  • Obviously, this would be an appropriate task for a food unit, a unit that happens to be one of my favorites to teach. I love tasks like these purely for their practicality. I mean if there’s just one thing you need to know when you are in a different country, knowing how to order food is essential. You might not have to introduce yourself to anyone, you may never ask for directions, and you may never be interviewed, but you will absolutely order food every single day.
  • A note for teachers of Chinese / languages of non-Latin scripts: I love using menus as authentic resources in my classes because they are revealing of the struggles that learners go through. For myself, a learner of Chinese for more than a decade, I still encounter foods I’ve never heard of (and characters I don’t recognize) when I look at Chinese menus. And it’s something I’ve come to accept. And that’s okay; it’s part of the learning experience.

Parameters

Respond with Audio Allow re-record
Import

#12 en el restaurante Con un amigo

Let's eat!

INSTRUCTOR OVERVIEW

You’re meeting up with Rodrigo, a friend you met in Acapulco, to have dinner at a local hot spot in the city, Gallo Pinto. You love Mexican food and are excited to see what you can order at Gallo Pinto. The thing is, you’ve always been a little scared by menus in Spanish. Take a look at the menu and then ask Rodrigo about what to order. Rodrigo has eaten here many times, so take some time to ask him about the menu.

QUESTIONS

  1. Mira el menú y hazle a Rodrigo al menos dos preguntas sobre el menú. ¿Qué comidas no conocías antes? ¿Qué te gustaría probar?

  2. Dile a Rodrigo qué estás pensando pedir, y por qué.

  3. ¡Acaba de llegar la camarera! Pide en Español.

Instructor Notes

  • Esta actividad sería muy apropiada para una clase sobre la comida, que por cierto, es una de mis favoritas. Me encantan las actividades como estas, que son prácticas: si tuvieras que elegir una cosa que saber decir en un país nuevo, probablemente sería cómo saber pedir comida.
  • Nota para los profesores de Chino o de otros idiomas con alfabeto no latino: me encanta usar menús como recursos auténticos en mis clases, porque sirven para mostrar las dificultades que tienen los estudiantes. Aunque llevo más de 10 años estudiando Chino, cuando voy a un restaurante en China todavía me encuentro con comidas que no conocía, y caracteres que no reconozco. Esto es algo que acepto como parte de aprender.

Parameters

Respond with Audio Allow re-record
Import

#١٢- (NV-I) في مطعم مع صديق

Let's eat!

INSTRUCTOR OVERVIEW

You’re meeting up with Rodrigo, a friend you met in Acapulco, to have dinner at a local hot spot in the city, Gallo Pinto. You love Mexican food and are excited to see what you can order at Gallo Pinto. The thing is, you’ve always been a little scared by menus in Spanish. Take a look at the menu and then ask Rodrigo about what to order. Rodrigo has eaten here many times, so take some time to ask him about the menu.

QUESTIONS

  1. انظر إلى قائمة الطعام. اسأل ماجد سؤالين عن القائمة-

  2. ما هي الأطعمة التي سمعت عنها؟ وماذا تريد أن تجرب؟-

  3. .أخبر ماجد بما تريده-

  4. فجأة تظهر نادلة. اطلب وجبتك بالعربية-

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#12 跟朋友吃饭

Let's eat!

INSTRUCTOR OVERVIEW

You’re meeting up with Rodrigo, a friend you met in Acapulco, to have dinner at a local hot spot in the city, Gallo Pinto. You love Mexican food and are excited to see what you can order at Gallo Pinto. The thing is, you’ve always been a little scared by menus in Spanish. Take a look at the menu and then ask Rodrigo about what to order. Rodrigo has eaten here many times, so take some time to ask him about the menu.

QUESTIONS

  1. Look at the menu and ask Shiwen at least two questions about the menu. What are some foods you’ve never heard of? What might you be interested in trying?

  2. Tell Shiwen what you are considering ordering and why.

  3. All of a sudden there is a waitress in front of you! Order your meal in Chinese.

Instructor Notes

  • 这种task当然要在餐饮的单元教。我之所以特喜欢这种task是因为它的实用性。你要想，出国旅游一定要知道怎么用目标语言用的事是什么？肯定是点菜。你在国外可能从来不介绍自己或接受采访，可你每天都会点菜。
  • 我真喜欢在中文课堂用地道的中文菜单，因为可以现实中文学生的各种痛苦。我自己十年多学中文了，每次去中国餐厅吃饭时都会遇到新的菜跟新的字。没办法，我已经接受了，反正这就是学习的过程吧。

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#12 跟朋友吃飯

Let's eat!

INSTRUCTOR OVERVIEW

You’re meeting up with Rodrigo, a friend you met in Acapulco, to have dinner at a local hot spot in the city, Gallo Pinto. You love Mexican food and are excited to see what you can order at Gallo Pinto. The thing is, you’ve always been a little scared by menus in Spanish. Take a look at the menu and then ask Rodrigo about what to order. Rodrigo has eaten here many times, so take some time to ask him about the menu.

QUESTIONS

  1. Look at the menu and ask Shiwen at least two questions about the menu. What are some foods you’ve never heard of? What might you be interested in trying?

  2. Tell Shiwen what you are considering ordering and why.

  3. All of a sudden there is a waitress in front of you! Order your meal in Chinese.

Instructor Notes

  • 這種task當然要在餐飲的單元教。我之所以特喜歡這種task是因為它的實用性。你要想，出國旅遊一定要知道怎麼用目標語言用的事是什麼？肯定是點菜。你在國外可能從來不介紹自己或接受采訪，可你每天都會點菜。
  • 我真喜歡在中文課堂用地道的中文菜單，因為可以現實中文學生的各種痛苦。我自己十年多學中文了，每次去中國餐廳吃飯時都會遇到新的菜跟新的字。沒辦法，我已經接受了，反正這就是學習的過程吧。

Parameters

Respond with Audio Allow re-record
Import

#13 At a restaurant with a friend (reversed)

Let me help you with that

INSTRUCTOR OVERVIEW

Weiren, a friend you met in Guangzhou, has arrived in ___________ to spend some time with you over winter break. To welcome him to your hometown, you decide to take him to a local bar for lunch. The problem is that the food and phrases on the menu are rather foreign to Weiren, so it’s up to you to help him. What’s more, given that Weiren normally eats Chinese food, he has no idea what to order! Converse with him, explaining some of the menu items and help him find something to eat. You have a menu in front of you in English and need to explain what options your friend has at this restaurant.

QUESTIONS

  1. “What would you recommend that I eat here? Why?”

  2. “Oh, actually I’m a vegetarian. What can you suggest?”

  3. “What is chili?”

Instructor Notes

  • Here, we flip the script from task #12, asking our students to describe the food they already know in the target language.. While this is obviously an advanced task, it is still quite practical. This task requires learners to have a strong grasp of the target language, knowing how to describe and compare foods, while also putting native concepts into language that an outsider can understand. Recommended for intermediate-high students and above.
  • This task might get some backlash because of the use of English (or other native language) menus, but therein lies the challenge. Students will be looking at a restaurant menu in English, forcing them to construct output in the TL entirely on their own, hence the recommendation for advanced students.
  • If you are using this task in an EL class, use menus from the students’ native language. Have them help you pick them out!

Parameters

Respond with Audio Allow re-record
Import

#13 En un restaurante con un amigo (actividad invertida) (intermedio/avanzado)

Let me help you with that

INSTRUCTOR OVERVIEW

Weiren, a friend you met in Guangzhou, has arrived in ___________ to spend some time with you over winter break. To welcome him to your hometown, you decide to take him to a local bar for lunch. The problem is that the food and phrases on the menu are rather foreign to Weiren, so it’s up to you to help him. What’s more, given that Weiren normally eats Chinese food, he has no idea what to order! Converse with him, explaining some of the menu items and help him find something to eat. You have a menu in front of you in English and need to explain what options your friend has at this restaurant.

QUESTIONS

  1. ¿Qué recomiendas que coma? ¿Por qué?

  2. Ah, pero es que yo soy vegetariano ¿Qué opciones tengo?

  3. ¿Qué es el chili?

Instructor Notes

  • En esta actividad cambiamos el guión de la actividad número 12, para pedirles a los estudiantes que describan comidas que ya conocen, pero en Español. Aunque es una actividad avanzada, es muy práctica. Esta actividad requiere un buen dominio de la lengua: se necesita saber cómo describir y comparar comida y al mismo tiempo transformar conceptos nativos en un lenguaje que el otro pueda comprender.
  • Esta actividad puede que no sea popular por el uso del idioma nativo en los menús, pero ahí está el reto: los estudiantes tienen un menú en Inglés, y esto les obliga a construir las frases en Español. Por esto es más apropiada para estudiantes avanzados.
  • Si estás usando esta tarea en una clase de ESL, usa menús en el idioma de los estudiantes. ¡Pídeles que te ayuden a elegirlos!

Parameters

Respond with Audio Allow re-record
Import

#١٣- (IH-A) (في المطعم (عكس"

Let me help you with that

INSTRUCTOR OVERVIEW

Weiren, a friend you met in Guangzhou, has arrived in ___________ to spend some time with you over winter break. To welcome him to your hometown, you decide to take him to a local bar for lunch. The problem is that the food and phrases on the menu are rather foreign to Weiren, so it’s up to you to help him. What’s more, given that Weiren normally eats Chinese food, he has no idea what to order! Converse with him, explaining some of the menu items and help him find something to eat. You have a menu in front of you in English and need to explain what options your friend has at this restaurant.

QUESTIONS

  1. “ما هو الطعام الجيد هنا؟ و لماذا؟”-

  2. “ أنا نباتي في الواقع. هل هناك أي خيارات بالنسبة لي؟”-

  3. “؟chilli أنا أنظر إلى القائمة. ما هو”-

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#13 跟朋友吃饭（相反版）

Let me help you with that

INSTRUCTOR OVERVIEW

Weiren, a friend you met in Guangzhou, has arrived in ___________ to spend some time with you over winter break. To welcome him to your hometown, you decide to take him to a local bar for lunch. The problem is that the food and phrases on the menu are rather foreign to Weiren, so it’s up to you to help him. What’s more, given that Weiren normally eats Chinese food, he has no idea what to order! Converse with him, explaining some of the menu items and help him find something to eat. You have a menu in front of you in English and need to explain what options your friend has at this restaurant.

QUESTIONS

  1. 在这里应该吃什么？

  2. 哦对了，我吃素。你可以给我推荐什么？

  3. 什么叫chili？

Instructor Notes

  • 这种task当然要在餐饮的单元教。我之所以特喜欢这种task是因为它的实用性。你要想，出国旅游一定要知道怎么用目标语言用的事是什么？肯定是点菜。你在国外可能从来不介绍自己或接受采访，可你每天都会点菜。
  • 我真喜欢在中文课堂用地道的中文菜单，因为可以现实中文学生的各种痛苦。我自己十年多学中文了，每次去中国餐厅吃饭时都会遇到新的菜跟新的字。没办法，我已经接受了，反正这就是学习的过程吧。

Parameters

Respond with Audio Allow re-record
Import

#13 跟朋友吃飯（相反版）

Let me help you with that

INSTRUCTOR OVERVIEW

Weiren, a friend you met in Guangzhou, has arrived in ___________ to spend some time with you over winter break. To welcome him to your hometown, you decide to take him to a local bar for lunch. The problem is that the food and phrases on the menu are rather foreign to Weiren, so it’s up to you to help him. What’s more, given that Weiren normally eats Chinese food, he has no idea what to order! Converse with him, explaining some of the menu items and help him find something to eat. You have a menu in front of you in English and need to explain what options your friend has at this restaurant.

QUESTIONS

  1. 在這裡應該吃什麼？

  2. 哦對了，我吃素。你可以給我推薦什麼？

  3. 什麼叫chili？

Instructor Notes

  • 這個task就是第12的相反版，這裡學生會用目標語言形容已經熟悉的美食。確實是個高級的task，但還是很實際的。如過要給學生這個task的話，學生應該已經怎麼形容跟比較不同的菜，同時也得把熟悉的概念解釋給外國人。
  • 我知道這個task裡面的菜單有英文，可這裡就是學生的挑戰。在這樣的情況下，學生會看英文的菜單但要用中文去回答問題，所以output全部是學生做出來的。

Parameters

Respond with Audio Allow re-record
Import

#14 Show and tell

Check this out

INSTRUCTOR OVERVIEW

You’ve been at ___________(educational institution) for over a month now, and you’ve finally started to make some friends! An international student from one of your freshman English courses, Patrice, has come over to your dorm for a study session before a big exam tomorrow. Upon entering your dorm and sitting at your desk, she notices an item of important sentimental value for you (a photo, rubik’s cube, baseball card, pottery, horse figurine, etc.) on the top shelf of your desk. You’ve had it ever since you can remember, and wouldn’t go anywhere without it. Patrice picks up and says to you “hey this is pretty cool, where did you get it?” You proceed to tell her the background of this item and its importance to you. In this video response, showcase an item of sentimental value to you, and talk about it in __________(language).

QUESTIONS

  1. Patrice has taken a liking for your special item. Explain where you got it, why you brought it with you to college, and its significance to you.

Instructor Notes

  • This is a relevant task for intermediate / advanced level students to talk about an item of sentimental value. As prior knowledge, students should have experience talking about hobbies and their families, as that’s likely what these types of items will relate to.
  • Encourage your students to use this video response as an opportunity to share something important to them. Not only is it a relevant use of language skill, but it also functions as an icebreaker with your class.

Parameters

Allow re-record Respond With Video
Import

#14 Mostrar y compartir

Check this out

INSTRUCTOR OVERVIEW

You’ve been at ___________(educational institution) for over a month now, and you’ve finally started to make some friends! An international student from one of your freshman English courses, Patrice, has come over to your dorm for a study session before a big exam tomorrow. Upon entering your dorm and sitting at your desk, she notices an item of important sentimental value for you (a photo, rubik’s cube, baseball card, pottery, horse figurine, etc.) on the top shelf of your desk. You’ve had it ever since you can remember, and wouldn’t go anywhere without it. Patrice picks up and says to you “hey this is pretty cool, where did you get it?” You proceed to tell her the background of this item and its importance to you. In this video response, showcase an item of sentimental value to you, and talk about it in __________(language).

QUESTIONS

  1. A Patrice le gusta algo que tú tienes. Explica dónde lo compraste, por qué lo trajiste a la universidad, y por qué es importante para tí.

Instructor Notes

  • Esta tarea es buena para que estudiantes intermedios/avanzados hablen de algo que tiene valor sentimental para ellos. En este punto los estudiantes deben tener experiencia en hablar sobre sus familias y aficiones, ya que normalmente lo que van a describir tiene que ver con una afición o su familia.
  • Anima a tus estudiantes a usar esta respuesta en video como una oportunidad para compartir algo que es importante para ellos. Hacer esto es un buen uso de habilidades del idioma y además funciona como actividad para romper el hielo en la clase.

Parameters

Allow re-record Respond With Video
Import

#١٤- (Intermediate - Advanced) اعرض وتكلم

Let's eat!

INSTRUCTOR OVERVIEW

You’ve been at ___________(educational institution) for over a month now, and you’ve finally started to make some friends! An international student from one of your freshman English courses, Patrice, has come over to your dorm for a study session before a big exam tomorrow. Upon entering your dorm and sitting at your desk, she notices an item of important sentimental value for you (a photo, rubik’s cube, baseball card, pottery, horse figurine, etc.) on the top shelf of your desk. You’ve had it ever since you can remember, and wouldn’t go anywhere without it. Patrice picks up and says to you “hey this is pretty cool, where did you get it?” You proceed to tell her the background of this item and its importance to you. In this video response, showcase an item of sentimental value to you, and talk about it in __________(language).

QUESTIONS

  1. سمعت انك من مصر هذا رائع! سأذهب هذا الصيف وأنا سعيد جدً! لكن أنا لم أستعد للسفر ولا أعرف إلى أين أذهب. الجو حار في الصيف أليس كذلك؟ ماذا تنصحني أن أفعل هناك؟

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#14 展示与讨论

Check this out

INSTRUCTOR OVERVIEW

You’ve been at ___________(educational institution) for over a month now, and you’ve finally started to make some friends! An international student from one of your freshman English courses, Patrice, has come over to your dorm for a study session before a big exam tomorrow. Upon entering your dorm and sitting at your desk, she notices an item of important sentimental value for you (a photo, rubik’s cube, baseball card, pottery, horse figurine, etc.) on the top shelf of your desk. You’ve had it ever since you can remember, and wouldn’t go anywhere without it. Patrice picks up and says to you “hey this is pretty cool, where did you get it?” You proceed to tell her the background of this item and its importance to you. In this video response, showcase an item of sentimental value to you, and talk about it in __________(language).

QUESTIONS

  1. Baiping has taken a liking for your special item. Explain where you got it, why you brought it with you to college, and its significance to you.

Instructor Notes

  • 这个task对中级/高级学生有非常大的意义，因为学生可以讲一个对他们有情感价值的东西。如果要给学生留这个task的话，学生应该能够讲家庭跟爱好，因为这“展示与讨论”的东西一般跟家庭爱好两个类别有关。
  • 要鼓励学生在extempore上用视频回答这个task，这样老师可以真正的看到学生再讲的东西，并且也可以把这个task作为icebreaker。

Parameters

Allow re-record Respond With Video
Import

#14 展示與討論

Check this out

INSTRUCTOR OVERVIEW

You’ve been at ___________(educational institution) for over a month now, and you’ve finally started to make some friends! An international student from one of your freshman English courses, Patrice, has come over to your dorm for a study session before a big exam tomorrow. Upon entering your dorm and sitting at your desk, she notices an item of important sentimental value for you (a photo, rubik’s cube, baseball card, pottery, horse figurine, etc.) on the top shelf of your desk. You’ve had it ever since you can remember, and wouldn’t go anywhere without it. Patrice picks up and says to you “hey this is pretty cool, where did you get it?” You proceed to tell her the background of this item and its importance to you. In this video response, showcase an item of sentimental value to you, and talk about it in __________(language).

QUESTIONS

  1. Baiping has taken a liking for your special item. Explain where you got it, why you brought it with you to college, and its significance to you.

Instructor Notes

  • 這個task對中級/高級學生有非常大的意義，因為學生可以講一個對他們有情感價值的東西。如果要給學生留這個task的話，學生應該能夠講家庭跟愛好，因為這“展示與討論”的東西一般跟家庭愛好兩個類別有關。
  • 要鼓勵學生在extempore上用視頻回答這個task，這樣老師可以真正的看到學生再講的東西，並且也可以把這個task作為icebreaker。

Parameters

Allow re-record Respond With Video
Import

#15 - Current Events Task - Weekly Presentation (Intermediate - Advanced)

Spill the tea

INSTRUCTOR OVERVIEW

You’ve just arrived in the US / UK / Australia / Canada / (relevant location) and culture shock is starting to set in. The good news is that your host sister, Dana, has been a great help in getting you adjusted to your new language environment. To encourage you to speak about a wide variety of topics, Dana’s decided that once a week at dinner, a member of the household has to share a current event or recently published article. Tomorrow night is your turn to present! Use your internet skills to find an appropriate article or current events story that interests you. Then, to best prepare for your article talk, answer the questions one by one on Extempore.

QUESTIONS

  1. What was the article about? Tell us three key points about the story. This might be a brief summary of the event, the people involved in this story, the circumstances behind why this event occurred or why this story is popular right now.

  2. How do you feel about this event? What do you think about it? Use at least 3 different adjectives to describe this story.

  3. Choose one quote from this story that caught your attention / you felt was interesting. Why did you pick this quote? How did it make you feel? Did it surprise you? Shock you?

  4. Would you recommend this story / article to a friend? Why or why not?

Instructor Notes

  • The important thing to note here is that the article in question does not have to be a recent event. It can simply be something a student has read recently. This could be a story, blogpost, sports wrap-up, longform article, or opinion piece.
  • Choosing quotes from the article is an easy way to get students to pick out what engaged them the most.
  • It might be helpful to give your students these questions before they see them on Extempore. This way they know what’s expected of them, but still have to answer within the one-minute time frame. Also, they can have their quote selected and ready when it is time to answer question 3.
  • Students might need the article in front of them for some of these questions (like for question 3). Encourage them to either print it out or have it open on a different device.

Parameters

Respond with Audio Allow re-record
Import

#15 La actualidad

Spill the tea

INSTRUCTOR OVERVIEW

You’ve just arrived in the US / UK / Australia / Canada / (relevant location) and culture shock is starting to set in. The good news is that your host sister, Dana, has been a great help in getting you adjusted to your new language environment. To encourage you to speak about a wide variety of topics, Dana’s decided that once a week at dinner, a member of the household has to share a current event or recently published article. Tomorrow night is your turn to present! Use your internet skills to find an appropriate article or current events story that interests you. Then, to best prepare for your article talk, answer the questions one by one on Extempore.

QUESTIONS

  1. ¿De qué es este artículo? Resume tres puntos importantes sobre la historia. Puedes hablar de lo que pasó, de las personas en la historia, de las circunstancias en las que ocurrió, o de por qué esta historia es popular.

  2. ¿Qué opinas de lo que pasó? ¿Qué sentimientos te provoca? Usa al menos tres diferentes adjetivos para describir esta historia.

  3. Elige una frase de esta historia que te llamara la atención o que consideres interesante. ¿Por qué la elegiste? ¿Qué sentimientos te provoca? ¿Te sorprendió? ¿Te alarmó?

  4. ¿Recomendarías esta historia o artículo a un amigo? ¿Por qué? ¿Por qué no?

Instructor Notes

  • Aquí es importante destacar que el artículo en cuestión no tiene por qué ser de actualidad. Puede simplemente ser algo que el estudiante haya leído recientemente. Puede ser un artículo, un blog, una noticia sobre deportes, o una pieza de opinión.
  • Elegir frases del artículo es una manera de hacer que los estudiantes piensen qué les ha llamado la atención.
  • A veces es útil darle a los estudiantes las preguntas antes de que entren en Extempore. De esta manera sabrán qué se espera de ellos, pero todavía tendrán que responder dentro del minuto que les das. Además, así pueden elegir la frase y tenerla lista cuando llegue el momento de responder a la pregunta número 3.
  • Es posible que los estudiantes necesiten tener el artículo delante para algunas de estas preguntas. Anímalos a que lo impriman antes.

Parameters

Respond with Audio Allow re-record
Import

#١٥- (Audio) مهام الأحداث الجارية

Spill the tea

INSTRUCTOR OVERVIEW

You’ve just arrived in the US / UK / Australia / Canada / (relevant location) and culture shock is starting to set in. The good news is that your host sister, Dana, has been a great help in getting you adjusted to your new language environment. To encourage you to speak about a wide variety of topics, Dana’s decided that once a week at dinner, a member of the household has to share a current event or recently published article. Tomorrow night is your turn to present! Use your internet skills to find an appropriate article or current events story that interests you. Then, to best prepare for your article talk, answer the questions one by one on Extempore.

QUESTIONS

  1. ماذا كانت القصة تتكلم عنه؟ .أخبرنا بثلاث نقاط رئيسية عن القصة ..هذا قد يكون ملخص موجز للحدث - الأشخاص المتورطون في هذه القصة - الأسباب الكامنة وراء وقوع هذا الحدث أو سبب شهرة هذه القصة في - الوقت الحالي

  2. كيف تشعر حيال هذا الحدث؟ ما رأيك في القصة؟ .استخدم ثلاث صفات مختلفة على الأقل لوصف هذه القصة

  3. .اختر اقتباسًا واحدًا من هذه القصة التي شعرت أنها مثيرة للاهتمام لماذا اخترت هذا الاقتباس؟ - كيف لم تجعلك تشعر؟ - هل فاجأتك؟ صدمتك؟ -

  4. هل تنصح هذه القصة لصديقك؟ لماذا؟

Parameters

Respond with Audio Limit time to review Time to respond per question Allow re-record
Import

#15 新闻task - 每周报告 (中级 - 高级学生）

Spill the tea

INSTRUCTOR OVERVIEW

You’ve just arrived in the US / UK / Australia / Canada / (relevant location) and culture shock is starting to set in. The good news is that your host sister, Dana, has been a great help in getting you adjusted to your new language environment. To encourage you to speak about a wide variety of topics, Dana’s decided that once a week at dinner, a member of the household has to share a current event or recently published article. Tomorrow night is your turn to present! Use your internet skills to find an appropriate article or current events story that interests you. Then, to best prepare for your article talk, answer the questions one by one on Extempore.

QUESTIONS

  1. 文章里的内容是什么？请说出文章里的三个点。这可能是... 文章的总结 文章所提的任务 这件事件现在为什么引起大家关注？事件有什么重要的背景吗？

  2. 你觉得这篇文章怎么样？有什么看法？

  3. 请选择文章里你觉得很有趣的一个句子，然后说说你为什么选择了这个句子。这句话让你感觉怎么样？很惊讶吗？有意思吗？为什么？

  4. 你会不会推荐这篇文件给朋友或同事吗？为什么？

Instructor Notes

  • 这个task里面重要的是文章不一定要说最近发生什么事情，不一定是最近的event，反而可以是学生最近读的观点文章，博客帖子，运动比赛总结等等。
  • 让学生选择自己喜欢或者感兴趣的句子，很容易可以告诉您学生对文章的看法。
  • 学生在extempore回答问题以前，让学生先看题可能会有所帮助，这样学生会知道这个task的要求。此外，如已经把问题看好了，学生可以好好准备第三题的句子。
  • 鼓励学生回答问题时，提前把文章打印出来或在另外个device打开，这样学生可以方便参考。
  • 按照学生的水平来决定要不要用extempore上的计时器。

Parameters

Respond with Audio Allow re-record
Import

#15 新聞task - 每週報告 (中級 - 高級學生）

Spill the tea

INSTRUCTOR OVERVIEW

You’ve just arrived in the US / UK / Australia / Canada / (relevant location) and culture shock is starting to set in. The good news is that your host sister, Dana, has been a great help in getting you adjusted to your new language environment. To encourage you to speak about a wide variety of topics, Dana’s decided that once a week at dinner, a member of the household has to share a current event or recently published article. Tomorrow night is your turn to present! Use your internet skills to find an appropriate article or current events story that interests you. Then, to best prepare for your article talk, answer the questions one by one on Extempore.

QUESTIONS

  1. 文章裡的內容是什麼？請說出文章裡的三個點。這可能是... 文章的總結 文章所提的人物 這件事件現在為什麼引起大家關注？事件有什麼重要的背景嗎？

  2. 你覺得這篇文章怎麼樣？有什麼看法？

  3. 請選擇文章裡你覺得很有趣的一個句子，然後說說你為什麼選擇了這個句子。這句話讓你感覺怎麼樣？很驚訝嗎？有意思嗎？為什麼？

  4. 你會不會推薦這篇文件給朋友或同事嗎？為什麼？

Instructor Notes

  • 這個task裡面重要的是文章不一定要說最近發生什麼事情，不一定是最近的event，反而可以是學生最近讀的觀點文章，博客帖子，運動比賽總結等等。
  • 讓學生選擇自己喜歡或者感興趣的句子，很容易可以告訴您學生對文章的看法。
  • 學生在extempore回答問題以前，讓學生先看題可能會有所幫助，這樣學生會知道這個task的要求。此外，如已經把問題看好了，學生可以好好準備第三題的句子。
  • 鼓勵學生回答問題時，提前把文章打印出來或在另外個device打開，這樣學生可以方便參考。
  • 按照學生的水平來決定要不要用extempore上的計時器。

Parameters

Respond with Audio Allow re-record
Import

#4 ÜBER HEIMAT UND SPORT REDEN (NOVICE-HIGH - INTERMEDIATE LOW)

So you’re from America, eh?

INSTRUCTOR OVERVIEW

People are always curious about where you are from, and when you tell them you’re from _________, they know they can go to you with questions. Take Lulu, for example. She’s heard you’re from ___________ and just so happens to be planning a trip to _______ this summer! Seeing you as an encyclopedia of all things ________, Lulu has come to you for advice.

QUESTIONS

  1. Ich habe gehört, du kommst aus _________, so cool! Eigentlich werde ich diesen Sommer (in) _______ sein, und ich freue mich so darauf! Die Sache ist, dass ich meine Reise noch nicht wirklich geplant habe und keine Ahnung habe, wohin ich gehen soll. Im Sommer ist es ziemlich heiß, oder? Was soll ich, deiner Meinung nach, tun? Wo soll ich hin?

Instructor Notes

  • Sie denken vielleicht nicht darüber nach, aber in der Lage zu sein, über Ihr Heimatland in der Zielsprache zu sprechen, ist genauso wichtig wie über die Länder der Zielsprache zu sprechen. Ich werde oft (außerhalb der USA) nach amerikanischer Politik und heißen Themen, beliebtem Essen und sogar Sport gefragt. Diese Aufgabe ist ein praktisches Szenario, um über das Heimatland zu sprechen und wofür es bekannt ist.
  • Bei dieser Aufgabe handelt es sich um eine sprechende Präsentation, aber (wie viele andere Aufgaben auf dieser Liste) kann sie auf dutzende Arten modifiziert werden. Denken Sie über diese Möglichkeiten nach:
    • Wie ist das Wetter normalerweise in _____?
    • Wohin gehst du normalerweise im Sommer in _________ 
  • Es kann helfen, die Aufgabe in kleinere Abschnitte aufzuteilen, damit sie für Lernende auf niedrigerem Niveau besser geeignet sind.
  • Ebenso könnte es ein Interpersonal sein, aber schriftlich statt mündlich. Das Gespräch würde einer SMS-Nachricht ähneln und Sie könnten die Schüler*innen dazu ermutigen, Emojis/andere relevante Text Sprachen (einschließlich Abkürzungen aus der Zielsprache) zu verwenden.

Parameters

Respond with Audio Allow re-record
Import

#5 MEINE GESCHICHTE (INTERMEDIATE MID)

So you wanna hear about my language learning background?

INSTRUCTOR OVERVIEW

When you’re in Klagenfurt, Austria, there’s a good chance you’ll encounter numerous natives who are curious about your background learning German. The thing is, these encounters require more than just personal introductions; people will want to know about your educational background, what your hometown is like, your future plans, they’ll just be so curious! Situations like these are more common than you might expect, so it’s best to practice your script (it will eventually become one) early and often.

QUESTIONS

  1. Erzähl deine Geschichte. Sprich über deinen Hintergrund, woher du kommst (Heimatland / Bundesland / Stadt), wie du mit dem Deutschlernen begonnen hast, was du von der Kultur haltest, welche Zukunftspläne du hast, wo du teilgenommen hast / teilnehmen wirst bei der Uni vielleicht, dein Hauptfach dort usw. Erkläre die Umstände, die dazu geführt haben, dass du genau in diesem Moment mit diesen Einheimischen zusammen bist. Studierst du im Ausland? Im Urlaub? Machst du einen Teilzeit-Sommerjob? Unterrichtest du Englisch (oder eine andere Sprache)? Sie werden es wissen wollen!

    Conversation questions for #5.5

    • Toll! Du sprichst Deutsch! Und du sprichst so gut! Woher kommst du? Wie hast du Deutsch gelernt?

    • Erstaunlich! Wie findest du (insert location)? Welches Essen hast du schon probiert? Was machst du gern?

    • Cool! Wie lange bist du hier? Was machst du hier? Studierst du? Arbeitest du? Was willst du in der Zukunft machen? Was für einen Beruf oder Job willst du?

Instructor Notes

  • Diese Prompt stammt von einer Einheit; "Meine Geschichte." In erster Linie konzentriert sich diese Einheit darauf, über Zukunftspläne zu sprechen und zu erklären, warum bestimmte Entscheidungen in Bezug auf Bildung und Karriere getroffen werden. In dieser Einheit lernen die Schüler, über ihren persönlichen Hintergrund, ihre Interessen und ihre Zukunftspläne zu sprechen. Warum habe ich diese Einheit? Unzählige Male musste ich erklären, woher ich komme und warum ich Deutsch lerne und typische Fragen wie beantworten. „Wie lange studierst du schon?“ „Waren Sie schon einmal in Deutschland?“ und sogar „Hast du eine(n) deutsche(n) Freund/in?“ Als nicht-muttersprachliche Deutschlehrerin habe ich gemerkt, dass meine Schüler irgendwann ähnliche Fragen beantworten müssen. Viele Deutschsprachige werden neugierig sein, wenn Ausländer*innen Deutsch sprechen. Diese Extempore My Story-Aktivität wäre der Höhepunkt dieser Einheit für Zukunftspläne: Sie wäre das Endprodukt.

  • Diese Gespräche werden nicht für alle gleich ablaufen. Je nach Hintergründen, Erfahrungen und Wahrnehmungen der beiden Gesprächspartner würde sich der Dialog jedoch deutlich unterscheiden. Der Zweck hinter dieser Einheit und Aufgabe liegt in der Tatsache, dass wir oft über unseren Hintergrund sprechen und wir sollten wissen, wie das in der Zielsprache geht. Lehrertipps: Diese Aufgabe bietet viel Flexibilität. Ermutigen Sie Ihre Schüler, sie selbst zu sein, und sehen Sie, was sie sich einfallen lassen.

  • Es gibt zwei verschiedene Versionen dieser Aufgabe. Nr. 5 ist die offene, zeitlich unbegrenzte Freetalk-Version von „Meine Geschichte“ 5.5 basiert mehr auf Konversation und ist daher in verschiedene Fragen unterteilt, die die Schüler*innen beantworten müssen. Begrenzen Sie die Zeit hier nicht.

  • Vielleicht passt das am besten entweder am Anfang einer Einheit oder an einem Höhepunkt und nicht irgendwo in der Mitte.

  • Wenn Sie sich für die Verwendung von Videos entscheiden, denken Sie über den Zweck nach.

  • Mit Video können wir sehen, wie Schüler*innen Emotionen zeigen und ihre Mitteilung noch effektiver vermitteln als nur Audio. Wenn Sie sich für ein Video entscheiden, betonen Sie dies unbedingt.

Parameters

Respond with Audio Allow re-record
Import Here

#6 VORSTELLUNGSGESPRÄCH (ADVANCED)

Experience? I have loads!

INSTRUCTOR OVERVIEW

You’ve done it! Well, almost. You’ve landed a job interview for a growing startup in Magdeburg, and now is where your German skills come into play. Respond to the following questions with as much detail as possible. Don’t forget your non-verbal language, too! Posture, hand movements, and eye contact are critical in a job interview.

QUESTIONS

  1. "Danke fürs Kommen! Erzählen Sie mir ein bisschen über sich selbst. Was interessieren Sie an Magdeburg?"

  2. Erzählen Sie uns von Ihrem Hintergrund und wie Sie finden, dass Ihre vorherige Ausbildung und Ihre Erfahrungen zu diesem Job passen.

  3. Sie müssten formelle Präsentationen auf Englisch und auf Deutsch halten. Fühlen Sie sich sicher, dass Sie die Präsentationen halten können? Welche öffentlichen Reden haben Sie vorher gehalten?

  4. Mit diesem Job sind viele Reisen verbunden. Wie passen Sie sich an neue Umgebungen an?

Instructor Notes

  • Dies sollte eine Summative Assessment sein, und die Schüler sollten ihre Antworten auf Video einreichen. Lehrer sollten auch Fragen über Video stellen. Denken Sie an ein Vorstellungsgespräch. Sie sind nervös, Sie können sich nicht konzentrieren, Ihr Magen ist verärgert und Sie haben selbst nach stundenlangem Üben keine Ahnung, was gefragt wird. Wir sollten unsere Assessment so realistisch wie möglich machen (natürlich möchten wir, dass sich unsere Schüler*innen wohlfühlen, aber hey, willkommen zu Interviews in einer Fremdsprache!). Video-Prompts und Antworten würden hier das realistischste Szenario ermöglichen.
  • Wie bei anderen Aufgaben oder Prompts, können diese Fragen geändert werden.
  • Die vorgeschlagenen Parameter für empfohlene Einschränkungen sind oben aufgeführt

Parameters

Limit time to review Time to respond per question Respond With Video
Import Here

#7 WAS KOMMT NACH HIGH-SCHOOL?

So, where are you going to college?

INSTRUCTOR OVERVIEW

Plans, plans, plans. That’s all you hear about as a high school senior. Friend’s parent: ‘What are you doing after high school? Are you continuing your learning? ‘What is your major field of interest?’ Local dad: ‘Oh do you like _________ (local school/university)? I’ve heard they have a beautiful campus!’ You want to be polite, but gosh it is just never ending! Still, the questions won’t end. And on your trip to Heidelberg this summer, you know people will be curious to hear about your future plans. Time to prep!

QUESTIONS

  1. Wow! Dein Deutsch ist so gut! Wirst du noch weiter Deutsch lernen? Vielleicht studierst du hier in Heidelberg an der Uni? Oder gehst du vielleicht an eine Fachhochschule? Oder…

  2. Wo willst du studieren oder weiter lernen? Wo hast du dich beworben? Welche Institutionen haben dich aufgenommen? Hast du dich für Harvard beworben?

  3. Ach, ich verstehe! Welche Uni/Schule magst du und warum? Warum hast du dich dafür entschieden? Warum hast du dich entschieden dorthin zu gehen?

  4. Freust du dich auf die Uni/Schule? Welche Aspekte interessieren dich am meisten?

Instructor Notes

  • Dies ist ein Gespräch, und es sollte so gehalten werden. Pläne nach dem Abitur sind ein häufiges Gesprächsthema, deshalb sollten wir lehren, wie man auf Deutsch darüber spricht.

  • Es ist für die meisten Erwachsenen selbstverständlich, Jugendlichen diese Fragen zu stellen, und es könnte in anderen Kulturen genauso sein.

Parameters

Respond with Audio Allow re-record
Import Here

#8 PLÄNE NACHDEM UNIVERSITÄTSABSCHLUSS

You mean I have to adult?

INSTRUCTOR OVERVIEW

Post-grad life approaches quickly. You’re not ready and you have no idea how to prepare. Alas, the questions from your peers and other acquaintances are nonstop! Got a job yet? Going abroad next summer? Planning on doing a PhD soon? Hello! I’m just trying to graduate here! As a matter of fact though, you are planning on spending your junior year abroad in Constance, Germany (Konstanz) so perhaps you should brush up on your German to answer these questions.

QUESTIONS

  1. Nun, haben Sie nach Ihrem Universitätsabschluss irgendwelche Jobs vor Ihnen?

  2. Interessant. In welchen Bereichen möchten Sie arbeiten? Vielleicht habe ich einige Verbindungen, die ich Ihnen vermitteln kann.

  3. Interessieren Sie sich überhaupt für einen Magister in der Zukunft? Was würden Sie vielleicht als Hauptfach studieren?

  4. Haben Sie Pläne, ins Ausland zu ziehen? Ihre Sprachkenntnisse könnten Ihnen definitiv einen Job hier besorgen!

Instructor Notes

  • Dies ist fast identisch mit Nr. 7, außer dass es für aktuelle Universitätsstudenten konzipiert ist. Die Fragen konzentrieren sich auf Jobs, Masterabschlüsse und andere für viele College-Studenten unbekannte Dinge. Jeder Student sagt, dass dies häufige Gesprächsthemen sind, und daher sollten sie wissen, wie man diese in der Zielsprache bespricht.

Parameters

Respond with Audio Allow re-record
Import Here

#9 WETTERBERICHT (BILD u. AUDIO) UND WAS GIBT ES ZU TUN

BE-A-UTIFUL!

INSTRUCTOR OVERVIEW

Ahh, the weather. Ceaseless infiltrator of our daily lives! Alas, we cannot avoid it. Your new friend from Karlsruhe, Alex, just made it to your school not too long ago, but Alex has had some trouble adjusting to such a radically different climate. As a native of _____, you’re the perfect person for Alex to consult. Give Alex advice on what to do this weekend based on the weather forecasts and your own experiences in______.

QUESTIONS

  1. Ich denke darüber nach, in den nächsten Tagen in den Park zu gehen. Wann denkst du, sollte ich gehen?

  2. Vielen Dank! Glaubst du, dass das Wetter dieses Wochenende zum Schwimmen passt? Wo kann ich hier schwimmen gehen?

  3. Ich habe es vor, am Samstag wandern zu gehen. Hast du Lust mitzukommen?

Instructor Notes

  • Bei dieser Aufgabe gibt es viel Flexibilität. Erwägen Sie, einen Screenshot einer Wettervorhersage aus Ihrem Heimatgebiet oder aus der Zielkultur (oder beides!) zu verwenden.
  • Dies ist eine ausgezeichnete Summative Assessment Aufgabe. Sie ist praktisch und kann an das Niveau Ihrer Schüler*innen angepasst werden. Sie könnten unterschiedliche Wettervorhersagen für unterschiedliche Prompts verwenden und die Schüler bitten, 1) den besten Tag auszuwählen, um etwas zu tun, 2) einen Tag auszuwählen, um etwas drinnen zu tun, oder 3) abhängig von der Wettervorhersage eine Indoor-/Outdoor-Aktivität vorzuschlagen.
  • Zur Differenzierung erwägen Sie die Verwendung von Satzanfängen als Scaffolding im Textfeld für jede Frage als Unterstützung. Zum Beispiel Ausdrücke wie:
    • Es sieht aus wie…
    • Scheint mir...
    • Meiner Meinung nach…
    • Oft...

Parameters

Respond with Audio Allow re-record
Import Here

#10 ABENDESSEN UND GOOGLE MAPS

I will not be hangry. I will not be hangry!

INSTRUCTOR OVERVIEW

Decisions, decisions! Ahmet, your roommate during your stay in Köln, has asked you to pick out a place to eat tonight. It’s 5:30, and your stomach is rumbling. You pop open Google Maps and are faced with a plethora of options. There’s a place that has rave reviews, 5 stars all around and doesn’t break the bank, but it’s a 2+ mile walk from where you are. Then there’s a local spot just a 2 minute walk away, but it’s only got three stars and just a few low-quality reviews. Your stomach aches but you and Ahmet will not accept mediocre food. Before you know it, it starts to rain. Talk to Ahmet about what you see on your map app, including the general vicinity of the restaurant and its location in relation to where you are, how long it would take to arrive, and what other options you have.

QUESTIONS

  1. (Dies ist eine Gruppenaufgabe): Es ist Freitagabend und Essenszeit, aber du hast keine Ahnung, wohin du gehen sollst! Schau dir die Karte an und je nachdem, was du siehst, sprich mit Ahmet über die Auswahl eines Restaurants. Entscheide, wohin ihr gehen möchtet und warum ihr dorthin gehen möchtet. Liegt es an der Entfernung? Bewertungen? Art vom Essen?

Instructor Notes

  • Wegbeschreibungen geben und nach dem Weg zu fragen ist im Sprachunterricht obsolet. Wir alle haben Navi Apps auf unseren Handys, und wir wissen, wie man nachschaut, wo der nächste Döner Imbiss ist oder wo wir unseren Kaffee bekommen können.Das bedeutet nicht, dass wir das Erteilen von Wegbeschreibungen nicht lehren sollten. Schließlich verwenden wir sie ziemlich oft. Eine Gruppenaufgabe wie diese ist perfekt für zwei Schüler*innen, um gemeinsam das größte Problem einer Freundesgruppe zu lösen, nämlich einen Ort zum Essen auszuwählen.

  • Experimentieren Sie mit der Änderung dieser Aufgabe. Stellen Sie vielleicht einen Screenshot der Google-Bewertungen eines Restaurants bereit und lassen Sie die Schüler darüber diskutieren, ob sie dorthin gehen oder nicht, oder zeigen Sie eine Speisekarte eines Restaurants und lassen Sie die Schüler entscheiden. Gegenseitige Entscheidungen zu treffen ist eine wichtige Lebenskompetenz, und diese Aufgaben ermutigen unsere Schüler*innen, Dinge zu besprechen und zu einem Konsens zu kommen.

Parameters

Respond with Audio Allow re-record Group Response
Import Here

#11 Kunstanalyse und Innenarchitektur

Put that in a museum!

INSTRUCTOR OVERVIEW

During your stay in Klagenfurt, Austria this summer, your friend Sabine invites you to her place for dinner. While dinner is cooking, Sabine’s mother approaches you with three different paintings that she recently procured. She’s curious to know what you think of each painting, and eventually she wants you to help her decide which one she should hang in her home. After the conversation, you decide to get a gift for Sabine’s mother for her hospitality and delicious home-cooked meal. You have two decisions to make. First, tell Sabine’s mother which painting she should hang in her house, then share with Sabine what you would purchase for her mother based on the paintings her mother showed to you.

QUESTIONS

  1. Was hältst du von diesem Gemälde? Magst du es?

  2. Was hältst du von diesem Gemälde? Magst du es?

  3. Was hältst du von diesem Gemälde? Magst du es?

  4. Okay, welches ist dein Lieblings Gemälde von den dreien? Ich kann es kaum erwarten, hier ein paar neue Kunstwerke aufzuhängen!

  5. Sabine: „Wie ich höre, willst du meiner Mutter ein Geschenk kaufen. Wie nett von dir! Was wolltest du besorgen?“

Instructor Notes

  • Kunst ist ein wichtiges Thema für viele verschiedene Sprachkurse, aber Situationen, in denen man über Kunst sprechen kann, kommen nicht sehr oft vor. Hier ist eine praktische Aufgabe, bei der die Schüler ihre Meinung zur Kunst äußern und anschließend eine Entscheidung treffen können. Gleichzeitig können Sie diese Aufgabe nutzen, um verschiedene Aspekte von Kunst und Kultur in der Zielsprache Ihrer Klasse vorzustellen.

Parameters

Respond with Audio Allow re-record
Import Here

#12 IM RESTAURANT

Let's eat!

INSTRUCTOR OVERVIEW

You’re meeting up with Rudi, a friend you met in Zurich, to have dinner at a local hot spot in the city, Zeughauskeller. You love Swiss food and are excited to see what you can order at the Zeughauskeller. The thing is, you’ve always been a little scared by menus in German. Take a look at the menu and then ask Rudi about what to order. Rudi has eaten here many times, so take some time to ask him about the menu.

QUESTIONS

  1. Schau dir die Speisekarte an und stelle Rudi mindestens zwei Fragen zur Speisekarte. Von welchen Gerichten hast du noch nie gehört? Was möchtest du vielleicht probieren?

  2. Erzähl Rudi, was du bestellen möchtest und warum.

  3. Plötzlich kommt jemand, um deine Bestellung zu nehmen. Bestell dein Essen auf Deutsch.

Instructor Notes

  • Dies wäre eine passende Aufgabe für eine Einheit zum Thema Essen. Ich liebe solche Aufgaben, weil sie so praktisch sind. Wenn es nur eine Sache gibt, die du wissen musst, wenn du in einem anderen Land bist, ist es wichtig zu wissen, wie man Essen bestellt. Du musst dich vielleicht niemandem vorstellen, du wirst vielleicht nie nach dem Weg fragen und du wirst vielleicht nie interviewt, aber du wirst auf jeden Fall jeden Tag Essen bestellen.

  • Ich liebe es, Speisekarten als authentische Texte in meinem Unterricht zu verwenden, weil sie regionale Unterschiede aufzeigen. Man kann Lebensmittel oder Gerichte finden, von denen man noch nie etwas gehört hat. Es ist ein Teil der Lernerfahrung von Sprache und Kulturen.

Parameters

Respond with Audio Allow re-record
Import Here

#13 IM RESTAURANT (UMGEKEHRT)

Let me help you with that

INSTRUCTOR OVERVIEW

Gerald, a friend you met in Bern, has arrived in ___________ to spend some time with you over winter break. To welcome Gerald to your hometown, you decide to go to a local restaurant for lunch. The problem is that the food and phrases on the menu are rather foreign to your friend, so it’s up to you to help. What’s more, given that Gerald normally eats German/Swiss food, Gerald has no idea what to order! Converse and explain some of the menu items and help your friend find something to eat. You have a menu in front of you in English and need to explain what options your friend has at this restaurant.

QUESTIONS

  1. Was würdest du mir zum Essen empfehlen? und warum?

  2. Oh, eigentlich bin ich Vegetarierin. Was kannst du mir empfehlen?

  3. Was ist ein impossible burger?

Instructor Notes

  • Dies ist das Gegenteil von Aufgabe Nr. 12, wo bekannte Gerichte beschrieben werden. Dies ist eine anspruchsvolle Aufgabe und immer noch praktisch. Diese Aufgabe erfordert ein starkes Verständnis der Zielsprache, um Gerichte zu beschreiben und zu vergleichen. -und gleichzeitig Konzepte in Sprache zu bringen, die ein Außenstehender verstehen kann. Empfohlen für Niveau Int High oder höher.

  • Die Speisekarten sind auf Englisch und darin liegt die Herausforderung. Die Beschreibung muss in der Zielsprache erstellt werden.

  • Verwenden Sie Speisekarten immer aus der Muttersprache.

Parameters

Respond with Audio Allow re-record
Import Here

#14 “SHOW and TELL” IM STUDENTENWOHNHEIM

Check this out!

INSTRUCTOR OVERVIEW

You’ve been at Albert Ludwigs Universität in Freiburg-im-Breisgau for over a month now, and you’ve finally started to make some friends! An international student from one of your freshman English courses, Jerri, has come over to your dorm for a study session before a big exam tomorrow. Upon entering your dorm and sitting at your desk, Jerri notices an item of important sentimental value for you (a photo, rubik’s cube, baseball card, pottery, horse figurine, etc.) on the top shelf of your desk. You’ve had it ever since you can remember, and wouldn’t go anywhere without it. Jerri picks up and says to you “hey this is pretty cool, where did you get it?” You proceed to tell Jerri the background of this item and its importance to you. In this video response, showcase an item of sentimental value to you, and talk about it in German.

QUESTIONS

  1. Hey! Das ist ziemlich cool? Woher hast du das? Seit wann hast du das?

  2. Interessant! Warum hast du es hier in deinem Zimmer?

  3. Das ist eine tolle Geschichte! Also magst du ________? Ich kenne das nicht, aber das ist cool! Erzähl mir darüber.

Instructor Notes

  • Über einen Gegenstand mit sentimentalem Wert zu sprechen, ist eine relevante Aufgabe. Themen wie Hobbys und Familie sollten bekannt sein, da sich diese Art von Gegenständen wahrscheinlich darauf beziehen.

  • Diese Videoantwort ist eine Gelegenheit, etwas Wichtiges mitzuteilen. Es ist nicht nur ein relevanter Gebrauch von Sprachkenntnissen, sondern funktioniert auch als Eisbrecher.

Parameters

Respond with Audio Allow re-record
Import Here

#2 On aide un-e nouvel/nouvelle élève (Novice Bas)

Hi! My name is Extempore.

INSTRUCTOR OVERVIEW

André, a new student from Senegal, has just arrived at (your school name)! As one of the few speakers of (target language), you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help André learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in (TL), then prepare for the tour!

QUESTIONS

  1. Comment t’appelles-tu?

  2. Tu es en quelle année?

  3. D’où viens-tu?

  4. Qui est ton (ta) prof préféré(e)?

  5. Now that André knows about you, ask André at least 3 questions about himself so you can know him better. Then, bid him farewell.

    Maintenant que André a fait ta connaissance, pour mieux connaître André, demande-lui au moins trois questions. Ensuite, dis-lui au revoir.

Instructor Notes

  • J’aime cette activité orale comme une façon facile de répéter la première leçon de n’importe quel cours de langue. Les élèves ont suffisamment de répétition des questions et des réponses dans le contexte de se présenter et cette tâche offre un scénario approprié pour les incorporer. Puisque il s’agit d’un exercice oral (plutôt qu’écrit), les apprenants doivent entendre les questions et puis enregistrer leurs réponses.

  • En tant que professeur, modifiez l’activité pour vos étudiants selon leurs acquis (vous n’êtes pas obligé d’utiliser les questions fournies). Le b.a. ba des langues vivantes varie, alors mettez l’emphase sur ce que vos étudiants ont appris au tout début de leur apprentissage.

  • Un petit tuyau: pensez à ajouter les vrais noms des administrateurs/conseillers d’orientation dans votre description. Si on utilise de vrais noms et de locaux de votre école (au lieu des noms génériques), les tâches deviennent plus pratiques et réalistes.

  • Est-ce que je peux en faire une évaluation sommative?

    • Absolument! Ce sont des questions de base avec des réponses de base; donc, si vous choisissez de vous en servir pour une évaluation sommative, je suggérerais une période de 10 secondes pour réviser les questions et puis 10 secondes pour les réponses. Ou peut-être pourriez-vous ajuster les questions 4 et 5 pour permettre 20 secondes de révision et 20 secondes de temps de réponse.

Parameters

Respond with Audio Allow re-record
Import Here

#2.5 On aide un-e nouvel/nouvelle élève (Novice Élevé)

New student, new territory.

INSTRUCTOR OVERVIEW

André, a new student from Senegal, has just arrived at (your school name)! As one of the few speakers of French, you’ve been summoned by the (student coordinator / counselor / relevant administrator) to help André learn about (school). Before you take him on the tour of your school though, he wants to get to know you first. Answer his questions in French, then prepare for some relevant questions about your school.

QUESTIONS

  1. Comment t’appelles-tu? Tu es en quelle année?

  2. Qui est ton/ta prof préféré(e) à (établissement)? Quels cours est-ce que tu suis ici?

  3. Tiens! Regarde mon emploi du temps. Tu as les mêmes classes que moi?

  4. J’ai cours avec (nom du prof) à 9h30. Tu peux m’y amener ou me montrer où aller?

  5. Maintenant que André a fait ta connaissance, pose au moins 3 questions à André pour mieux le connaître. Enfin, dis au revoir.

Instructor Notes

  • Le niveau de difficulté de cette tâche étant un peu plus avancé que celui de tâche #2, elle est plus appropriée aux élèves qui savent parler d’eux-mêmes et de leur école avec plus de détails (Novice Élevé).

  • Remarquez que #4 comporte à la fois une image et une bande sonore à propos de l’emploi du temps. J’aime penser que ceci ajoute une essence d’authenticité en plus. Pensez à utiliser un <<faux>> emploi de temps de votre école (avec de vrais cours et profs) et à l’incorporer dans cette tâche.

  • Tout comme pour la tâche #2, il faut formuler les questions selon les acquis de vos élèves à ce moment donné du cours. Dans le langage du Novice Élevé on trouve souvent des directions simples, des détails sur des cours et des profs, et des activités et clubs périscolaires.

  • Est-ce que je peux en faire une évaluation sommative?

    • Absolument! Ces questions sont un peu plus avancées que celles de #2, alors accordez peut être 20-30 secondes par réponse.

Parameters

Respond with Audio Allow re-record
Import Here

#3 Des projets pour le weekend? (Novice Moyen/Novice Élevé)

Free time? I actually have some!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jean, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. Dis! Tu es libre ce weekend? Tu veux qu’on traîne ensemble?

  2. Super! Quand est-ce que tu es libre?

  3. Génial! Qu’est-ce que tu aimes faire avec ton temps libre?

  4. C’est cool! Moi, j’aime me promener au parc avec mes chiens. J’y vais samedi matin, tu veux venir avec moi?

Instructor Notes

  • On aborde le thème des passes-temps assez tôt dans l’apprentissage d’une langue et c’est en parlant des projets pour le week-end qu’on les trouve le plus souvent.

  • Cette tâche est relativement simple et est mieux appropriée aux élèves Novice-Moyen à Novice-Élevé.

  • Est-ce que je peux en faire une évaluation sommative? Certainement. Comme pour d’autres évaluations pour ce niveau chez Extempore, envisagez de limiter les réponses à 20-30 secondes.

Parameters

Respond with Audio Allow re-record
Import Here

#3.5 Des projets pour le weekend? (version SMS)

U free? Txt me!

INSTRUCTOR OVERVIEW

One of your new friends from your adventures in Europe, Jean, has a free weekend coming up and wants you to tag along. The problem, however, is that he doesn’t know much about your hobbies and when you are available. Talk to him about when you are free this weekend as well as what you like to do in your spare time.

QUESTIONS

  1. Dis! Tu es libre ce weekend? Tu veux qu’on traîne ensemble?

  2. Génial! Qu’est-ce que tu aimes faire avec ton temps libre?

  3. C’est cool! Moi, j’aime me promener au parc avec mes chiens. J’y vais samedi matin, tu veux venir avec moi?

Instructor Notes

  • Cette version de la tâche #3 est basée sur l’écrit et peut ressembler à une conversation via SMS. Ici, au lieu de répondre oralement, les élèves répondent avec une réponse à l’écrit.

  • On pourrait aussi transformer cette version en une évaluation sommative, mais comme les élèves devront taper leurs réponses, envisagez d’accorder du temps supplémentaire (1,5 à 2 minutes) pour prendre en compte l'orthographe, les accents, les marques diacritiques, les fautes de frappe, et cetera.

Parameters

Respond With Text
Import Here

#4 Parle de ton pays ’origine et donne des conseils sur les endroits populaires (novice-élevé/intermédiaire)

So you’re from America, eh?

INSTRUCTOR OVERVIEW

People are always curious about where you are from, and when you tell them you’re from _________, they know they can go to you with questions. Take Lulu, for example. She’s heard you’re from ___________ and just so happens to be planning a trip to _______ this summer! Seeing you as an encyclopedia of all things ________, Lulu has come to you for advice.

QUESTIONS

  1. Alors j’ai entendu dire que tu viens de _____________, trop cool! En fait, je vais à _____________ cet été et j’ai si hâte! Le problème, c’est que je n’ai pas encore vraiment planifié mon voyage et je n’ai aucune idée d’où il faut aller. Il fait assez chaud l’été, n’est-ce pas? Qu’est-ce que je dois faire là-bas? Où est-ce que je devrais visiter?

Instructor Notes

  • Vous n’y avez peut-être pas pensé, mais pouvoir parler de votre pays d’origine dans la langue cible est tout aussi important que de parler des pays de la langue cible. Les Chinois me demandent souvent (quand je suis à l’étranger) de parler de la politique américaine et des sujets brûlants, de la nourriture populaire, et même des sports. Cette tâche comprend un scénario pratique pour parler de votre pays d’origine et ses points forts.

  • C’est une tâche de présentation orale, mais comme beaucoup d’autres tâches dans cette liste on peut la modifier de maintes façons. Voici quelques exemples:
    • Vous pourriez faire de cette tâche un dialogue (comme la tâche de conversation 3,5) en divisant la conversation avec de différentes déclarations/amorces pour chaque <<question>> sur Extempore.

      • Quel temps fait-il d’habitude à _________?

      • Où vas-tu normalement en été à _______________?

      • L’étayage d’une tâche comme ceci peut aider les élèves à la décomposer; elle est peut-être mieux appropriée aux débutants.

    • De la même manière, on pourrait la changer en une production écrite, tout en restant interpersonnelle. Dans cette classe la conversation ressemblerait à un texto, et vous pourriez encourager les élèves à employer des émoticones/autres discours (y compris des abréviations de la langue cible).

  • Pensez à comment et quand vous utiliserez cette tâche pour déterminer votre méthode d’évaluation: il se peut que pour une évaluation formative vous utilisiez de la production écrite et pour une évaluation sommative vous utilisiez une production orale.

Parameters

Respond with Audio Allow re-record
Import Here

#5 Mon Histoire

So you wanna hear about my language learning background?

INSTRUCTOR OVERVIEW

When you’re in France, there’s a good chance you’ll encounter numerous natives who are curious about your background learning French. The thing is, these encounters require more than just personal introductions; people will want to know about your educational background, what your hometown is like, your future plans, they’ll just be so curious! Situations like these are more common than you might expect, so it’s best to practice your script (it will become one for you) early and often.

QUESTIONS

  1. Raconte ton histoire à toi. Parle de tes origines, d’où tu viens, comment tu as commencé à apprendre le français, ce que tu penses de la culture, tes projets d’avenir, où tu as étudié/vas étudier à la fac, ta spécialisation là-bas, et cetera. Explique les circonstances qui t’ont amené à être parmi ces gens-là à ce moment précis. Tu étudies à l’étranger? Tu es en vacances? Tu as un job d’été à temps partiel? Tu enseignes l’anglais (ou une autre langue)? Ils voudront tout savoir.

Instructor Notes

  • Un peu de contexte pour cette tâche: dans mes cours de chinois, je fais une unité entière sur le concept de <<mon histoire>>. Cette unité met l’emphase surtout sur une conversation à propos d’où on voudrait assister à la fac et pourquoi (j’enseigne au lycée), aussi bien qu’une discussion des métiers et des raisons pour lesquelles on choisit tel ou tel métier. Au cours de cette unité, les élèves apprennent à parler de leurs origines personnelles, leurs intérêts, et leurs projets d’avenir. Pourquoi est-ce que je fais cette unité? De mes expériences personnelles en Chine, à Taiwan, et même avec d’autres Américains d’origine chinoise aux EU, j’ai dû expliquer mes origines et pourquoi j’étudie le chinois d’innombrables fois, les questions typiques comme <<Depuis combien de temps étudies-tu? Tu as déjà voyagé en Chine?>> et même <<Tu as une copine chinoise?>> En tant que prof de chinois non natif, je me suis rendu compte que si moi je suis obligé à continuer à répondre à telles questions, alors mes élèves le seront aussi à un moment donné. Alors, pourquoi ne pas les y préparer? Beaucoup (pas tous, mais beaucoup) de locuteurs natifs seront curieux quand ils entendront un étranger qui parle leur langue, et les questions viennent d’une curiosité générale. Cette tâche appelée <<mon histoire>> sur Extempore serait la culmination de cette unité sur les projets d’avenir/la faculté; elle représenterait le produit fini des élèves.
  • Une remarque: lors des occasions où j’ai raconté <<mon histoire>>, je me suis rendu compte que ces conversations ne se dérouleraient pas de la même façon pour tout le monde. Les Chinois s’intéressent normalement quand un Américain blanc comme moi les aborde et fait une conversation en mandarain. Pourtant, le dialogue serait très différent si l’Américain était un locuteur héréditaire de chinois, ou peut-être d’une origine asiatique différente ou même s’il n’était pas blanc. Je sais que dans beaucoup de cas, les chinois-américains qui ne parlent pas chinois sont regardés de haut par beaucoup de patriotes chinois. En même temps, je ne peux pas discuter de comment ces conversations se passent en dehors de la Chine, que ce soit en Europe, en Afrique, en Amérique du Sud, ou dans n'importe quelle autre partie du monde. Il n’est pas surprenant que ces scénarios soient différents également pour les élèves en anglais langue étrangère. Peu importe, la motivation principale de cette unité et cette tâche vient du fait que nous parlons souvent de nos origines, et qu’il faut que nous sachions le faire dans la langue cible.
  • Tuyaux pour profs: Il y a vraiment énormément de flexibilité avec cette tâche. Encouragez vos élèves à être naturels et vous verrez ce qu’ils produisent.
  • Vous verrez qu’il y a deux versions différentes de cette tâche. #6 est la version question ouverte, sans limite de temps, une conversation libre de <<mon histoire>>, alors que #6,5 est basée sur la conversation et est donc divisée en parties avec des questions différentes pour les élèves.
  • C’est à vous de décider le placement de cette tâche, mais il vaut mieux la placer au début ou à la fin de l’unité plutôt qu’au milieu.
  • Si vous choisissez d’utiliser la vidéo, il faut être clair sur l’objectif. Puisque la vidéo nous permet de voir les visages des élèves, elle leur permet de montrer de l’émotion et de faire passer leur message de façon plus efficace qu’avec seulement l’audio. Si vous choisissez la vidéo, soyez sûr de souligner ce fait avec les élèves.

Parameters

Respond with Audio Allow re-record
Import Here

#6 Entretien d'embauche (Avancé)

Experience? I have loads!

INSTRUCTOR OVERVIEW

You’ve done it! Well, almost. You’ve landed a job interview for a growing startup in Brugges, and now is where your French skills come into play. Respond to the following questions with as much detail as possible. Don’t forget your non-verbal language, too! Posture, hand movements, and eye contact are critical in a job interview.

QUESTIONS

  1. Merci d’être venu! Parlez-moi un peu de vous-même. Qu’est-ce qui vous intéresse à Bruxelles?

  2. Parlez-nous de vos origines et comment vous voyez votre formation et vos expériences dans le cadre de ce travail.

  3. Vous serez tenu de faire des présentations soutenues en français et en anglais à une variété de clients. Est-ce que vous vous sentez confiant à le faire? Quand est-ce que vous avez déjà parlé en public?

  4. On voyage beaucoup pour ce travail. Comment faites-vous pour vous adapter rapidement à de nouveaux environnements?

Instructor Notes

  • En réalité, cette tâche devrait être une évaluation sommative, et les élèves devraient remettre leurs réponses sur vidéo. Les profs devraient poser les questions sur vidéo aussi. Pensez à un entretien. Vous êtes nerveux, vous ne pouvez pas vous concentrer, vous avez mal au ventre, et vous n’avez aucune idée de ce qu’on vous posera comme questions même après des heures de répétition. Nous devons faire en sorte que l’environnement de l’évaluation y ressemble autant que possible (évidemment nous voulons que nos élèves soient à l’aise, mais bon, bienvenue aux entretiens dans une langue étrangère!) Les amorces et puis les réponses sur vidéo permettent le scénario le plus réaliste ici.
  • Bien sûr, vous pouvez personnaliser les questions selon vos classes. N’hésitez pas à modifier ce que moi je propose.
  • Consultez les paramètres en dessus pour les limitations recommandées.

Parameters

Limit time to review Time to respond per question Respond With Video
Import Here

#7 La vie après le bac (le lycée)

So, where are you going to college?

INSTRUCTOR OVERVIEW

College, college, college. That’s all you hear about as a high school senior. Friend’s parent: ‘Where are you going to college?’ ‘What are you going to major in?’ Local dad: ‘Oh do you like _________ (local school)? I’ve heard they have a beautiful campus!’ You want to be polite, but gosh it is just never ending! Still, the questions won’t end. And on your trip to Kyoto this summer, you know people will be curious to hear about your future plans. Time to prep!

QUESTIONS

  1. Ouah! Ton français est si bon! Est-ce que tu vas étudier le français en fac? Ici à Nice?

  2. Alors, où est-ce que tu as l’intention d’assister à la fac? Où est-ce que tu as fait une demande d’inscription? Où est-ce qu’on t’a admis? Tu as fait une demande d’inscription à Harvard?

  3. Ah, d’accord! Pourquoi est-ce cette fac te plaît? Pourquoi tu as choisi d’assister à cette fac-là?

  4. Tu as hâte de partir à la fac? Quels aspects t’attirent le plus?

Instructor Notes

  • Il s’agit d’une conversation, et il faut la garder comme telle. Du même genre que la tâche <<mon histoire>>, quand j’ai commencé à l’enseigner avec mes élèves (lycéens), je leur ai demandé <<est-ce qu’on te pose souvent des questions à propos de la fac/la vie après le bac?>> Ils ont répondu << OMG tout le temps M. Castner!>> Si ce sont des sujets courants de conversation alors il faut qu’on leur apprenne à en parler dans la langue cible.
  • Il est naturel que les adultes posent ces questions aux gosses (spoiler: ils aiment d’autres questions aussi!) et c’est pareil dans d’autres cultures.

Parameters

Respond with Audio Allow re-record
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#8 La vie après l’université

You mean I have to adult?

INSTRUCTOR OVERVIEW

Post-grad life approaches quickly like a tailgating driver. You’re not ready and you have no idea how to prepare. Alas, the questions from your peers and other acquaintances are non stop! Got a job yet? Going abroad next summer? Planning on doing a PhD soon? Hello! I’m just trying to graduate here! As a matter of fact though, you are planning on spending your junior year abroad in Montpellier, France, so perhaps you should brush up on your French to answer these questions...

QUESTIONS

  1. Alors, tu as un boulot organisé après la fin des études?

  2. Ah, intéressant, alors tu t’intéresses à quels domaines? J’ai peut-être des relations que je pourrais contacter pour toi.

  3. Ça t’intéresse de faire une maîtrise ou un doctorat à l’avenir? En quoi est-ce que tu envisages de faire une spécialisation?

  4. Tu as des projets de vivre à l’étranger? Avec tes compétences en langues tu pourrais sûrement décrocher un job ici!

Instructor Notes

  • Cette tâche est presque identique à #7, sauf qu’elle est formulée pour des étudiants en fac. Au lieu des questions tournantes autour des universités et des spécialisations, elles se concentrent sur les emplois, les maîtrises, et d’autres mystères pour beaucoup d’étudiants. Quand-même, chaque étudiant vous dira que ce sont des sujets de conversation fréquents, et comme résultat, il faut qu’ils sachent discuter de celles-ci dans la langue cible.

Parameters

Respond with Audio Allow re-record
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#9 La météo (image et audio) et que faire

BE-A-UTIFUL!

INSTRUCTOR OVERVIEW

Ahh, the weather. Ceaseless infiltrator of our daily lives! Alas, we cannot avoid it. Your new friend from Morocco, Raoul, just made it to your school not too long ago, but he has had some trouble adjusting to such a radically different climate. As a native of Minneapolis, you’re the perfect person for Raoul to consult. Give him advice on what to do this weekend based on the weather forecasts and your own experiences in Minneapolis.

QUESTIONS

  1. Je pense aller au parc un de ces quatres. Quand est-ce que tu penses que je devrais y aller?

  2. Merci. Est-ce que tu penses qu’il fera assez bon pour nager ce weekend? Où est-ce que je peux nager ici?

  3. J’ai l’intention de faire une randonnée samedi. Tu veux venir avec moi?

Instructor Notes

  • Il y a beaucoup de flexibilité avec cette tâche. Envisagez de faire une capture d’écran de la météo de votre région, ou une de la culture cible (ou les deux!).
  • Ceci est une excellente tâche d’évaluation sommative. Elle est pratique et peut être ajustée aux niveaux de vos élèves. Vous pouvez utiliser des météos différentes comme des amorces différentes, et demander aux élèves de 1) choisir le meilleur jour pour faire une activité, 2) choisir un jour pour faire une activité à l’intérieur, ou 3) suggérer une activité à l’intérieur/à l’extérieur basée simplement sur la météo.
  • S’il y a des élèves avancés mélangés dans le même cours avec des élèves moyens, envisagez l’utilisation des amorces de phrases pour étayer la tâche. Pour parler du temps, vous pouvez suggérer...

      • On dirait…

      • Il me semble...

      • A mon avis…

      • Souvent…

  • Mettez-les dans la zone de texte pour chaque question comme soutien pour vos élèves.

Parameters

Respond with Audio Allow re-record
Import Here

#10 L’heure du dîner et Google maps

I will not be hangry. I will not be hangry!

INSTRUCTOR OVERVIEW

Decisions, decisions! Christine, your roommate during your stay in Tunis, has asked you to pick out a place to eat tonight. It’s 5:30, and your stomach is rumbling. You pop open Google Maps and are faced with a plethora of options. There’s a place that has rave reviews, 5 stars all around and doesn’t break the bank, but it’s a 2+ mile walk from your dorm. Then there’s a local spot just a 2 minute walk from your dorm, but it’s only got three stars and a small amount of low-quality reviews. Your stomach aches but you and Christine will not accept mediocre food. Before you know it, it starts to rain. Talk to Christine about what you see on your map app, including the general vicinity of the restaurant and its location in relation to your dorm, how long it would take to arrive, and what other options you have.

QUESTIONS

  1. (C’est un exercice en groupe): C’est vendredi soir et l’heure de manger, mais vous n’avez aucune idée d’où il faut aller! Regardez le plan et selon ce que vous voyez, discutez avec votre partenaire d’un endroit qui ferait l’affaire. Décidez où vous voulez aller et pourquoi vous voulez y aller. Est-ce à cause de la proximité? Les appréciations? Le genre de cuisine?

Instructor Notes

  • Donner et demander des directions est obsolète dans la salle de classe de langue. C’est l’an 2021. Nous avons tous des applis de cartes et de plans de villes sur nos mobiles et nous savons comment trouver le resto à nouilles le plus près ou notre premier café de la journée. Ça ne veut pas dire que nous ne devrions pas enseigner les directions. Après tout, on les utilise bien souvent. Une tâche de groupe comme celle-ci est parfaite pour la collaboration de deux apprenants à un sujet primordial dans n’importe quel groupe d’amis: trouver où manger.
  • Essayez des modifications à cette tâche. Ajoutez simplement une capture d’écran aux revues google d’un restaurant et demandez aux élèves de discuter si oui ou non ils y iront, ou montrez le menu d’un restaurant et obligez les élèves à décider. Prendre des décisions ensemble est une compétence personnelle essentielle, et ces tâches encouragent les élèves de discuter des choses et d’arriver à une décision par consensus.

Parameters

Respond with Audio Allow re-record Group Response
Import Here

#11 Une Image/la description d’une scène - l’art

Put that in a museum!

INSTRUCTOR OVERVIEW

During your stay in Chicoutimi, Quebec this summer, your friend Yasmíne invites you to her place for dinner. While dinner is cooking, Yasmine’s mother approaches you with three different paintings that she recently procured. She’s curious to know what you think of each painting, and eventually she wants you to help her decide which one she should hang in her home. After the conversation, you decide to get a gift for Yasmine’s mother for her hospitality and delicious home-cooked meal. You have two decisions to make. First, tell Yasmine’s mother which painting she should hang in her house, then share with Yasmine what you would purchase for her mother based on the paintings her mother showed to you.

QUESTIONS

  1. Qu’est-ce que tu penses de ce tableau? Il te plaît?

  2. Qu’est-ce que tu penses de ce tableau? Il te plaît?

  3. Qu’est-ce que tu penses de ce tableau? Il te plaît?

  4. Bon, lequel des trois est-ce que tu préfères? J’ai hâte d’accrocher du nouvel art ici!

  5. Yasmine: <<Il paraît que tu veux offrir un cadeau à ma mère. C’est gentil! Qu’est-ce que tu pensais faire?>>

Instructor Notes

  • L’art est un sujet important dans beaucoup de cours de langue AP, mais les situations où on parle de l’art sont rares. Voici une tâche pratique qui permet aux apprenants d’exprimer leurs opinions sur l’art et puis de prendre une décision après. En même temps, vous pouvez vous servir de cette tâche pour introduire quelques aspects différents de l’art et de la culture dans la langue cible de votre cours.

Parameters

Respond with Audio Allow re-record
Import Here

#12 Au restaurant avec un copain

On mange!

INSTRUCTOR OVERVIEW

You’re meeting up with Robert, a friend you met in Abidjan, to have dinner at a local hot spot in the city, le Coq Tacheté. You love Ivorian food and are excited to see what you can order at le Coq Tacheté. The thing is, you’ve always been a little scared by menus in French. Take a look at the menu and then ask Robert about what to order. Robert has eaten here many times, so take some time to ask him about the menu.

QUESTIONS

  1. Consulte le menu et pose au moins deux questions à Robert sur le menu. Quels sont quelques plats que tu ne connais pas? Qu’est-ce que tu aimerais essayer?

  2. Dis à Robert ce que tu penses commander et pourquoi.

  3. Tout d’un coup la serveuse est devant toi! Commande ton repas en français.

Instructor Notes

  • Évidemment, cette tâche serait appropriée à une unité sur l’alimentation, unité que j’aime beaucoup enseigner. J’aime les tâches comme celles-ci purement parce qu'elles sont pratiques. Franchement, s’il y a une chose qu’il faut savoir quand on se trouve dans un pays étranger, c’est savoir commander quelque chose à manger. Il est possible que vous ne soyez jamais obligé de vous présenter, de demander des directions ou d’être interviewé, mais il est bel et bien certain que vous commanderez à manger tous les jours.
  • J’aime bien utiliser des menus comme ressources authentiques dans mes cours parce qu’ils démontrent les difficultés qu’éprouvent les apprenants. Moi, j’apprends le chinois depuis plus d’une décennie, mais il y a toujours du vocabulaire que je ne connais pas (et des caractères que je ne reconnais pas) quand je consulte un menu chinois. Et j’assume! Si nous, on ne reconnaît pas tout sur un menu, pourquoi est-ce qu’on s’attend à ce que nos élèves le fassent?

Parameters

Respond with Audio Allow re-record
Import Here

#13 Au restaurant avec une amie (rôle inversé) (intermédiaire/avancé)

On mange!

INSTRUCTOR OVERVIEW

Jeanne, a friend you met in Grenoble, has arrived in ___________ to spend some time with you over winter break. To welcome her to your hometown, you decide to take her to a local bar for lunch. The problem is that the food and phrases on the menu are rather foreign to Jeanne, so it’s up to you to help her. What’s more, given that Jeanne normally eats French food, she has no idea what to order! Converse with her, explaining some of the menu items and help her find something to eat. You have a menu in front of you in English and need to explain what options your friend has at this restaurant.

QUESTIONS

  1. Qu’est-ce que tu suggérerais que je prenne ici? Pourquoi?

  2. Ah, en réalité je suis végétarienne. Qu’est-ce que tu proposes?

  3. C’est quoi, le <<chili>>?

Instructor Notes

  • Ici, nous retournons le texte de la tâche #12, et on demande à nos élèves de décrire la nourriture qu’ils connaissent déjà mais dans la langue cible. Bien que ce soit évidemment une tâche avancée, elle est quand même toujours très pratique. Les apprenants doivent tenir une bonne compréhension de la langue cible, être capables de décrire et comparer des plats, en même temps qu’ils expriment des idées d’une manière claire pour qu’un étranger puisse comprendre.
  • Il se peut que certains profs n’apprécient pas cette tâche à cause de l’emploi des menus en anglais (ou d’autres langues maternelles), mais voilà justement le défi. Les élèves regardent un menu en anglais, ce qui les oblige à formuler entièrement par eux-mêmes des idées dans la langue cible, d’où la recommandation pour les élèves avancés.

Parameters

Respond with Audio Allow re-record
Import Here

#14 Montre et Raconte

Look what I have!

INSTRUCTOR OVERVIEW

You’ve been at ___________(educational institution) for over a month now, and you’ve finally started to make some friends! A classmate from one of your freshman English courses, Patrice, has come over to your dorm for a study session before a big exam tomorrow. Upon entering your dorm and sitting at your desk, she notices an item of important sentimental value for you (a photo, rubik’s cube, baseball card, pottery, horse figurine, etc.) on the top shelf of your desk. You’ve had it ever since you can remember, and wouldn’t go anywhere without it. Patrice picks up and says to you “hey this is pretty cool, where did you get it?” You proceed to tell her the background of this item and its importance to you. In this video response, showcase an item of sentimental value to you, and talk about it in French.

QUESTIONS

  1. Patrice a eu un coup de cœur pour ton objet spécial. Explique-lui là où tu l’as procuré, pourquoi tu l’as emporté avec toi à la fac, et sa signification pour toi.

Instructor Notes

  • C’est une tâche pertinente pour que les élèves intermédiaires/avancés parlent d’un article de valeur sentimentale. En tant que connaissances préalables, il faut que les élèves sachent parler des passe-temps et de la famille, puisque les objets choisis vont probablement avoir un lien avec ces sujets.
  • Encouragez vos élèves à utiliser cette réponse vidéo comme une occasion de partager quelque chose qui leur est cher. C’est pertinent non seulement comme compétence linguistique, mais cette tâche fonctionne comme une activité pour briser la glace dans votre classe.

Parameters

Respond with Audio Allow re-record
Import Here

#15 Tâche de l’actualité - Présentation hebdomadaire (Intermédiaire - Avancé)

Spill the tea

INSTRUCTOR OVERVIEW

You’ve just arrived in France and culture shock is starting to set in. The good news is that your host sister, Diane, has been a great help in getting you adjusted to your new language environment. To encourage you to speak about a wide variety of topics, Diane’s decided that once a week at dinner, a member of the household has to share a current event or recently published article. Tomorrow night is your turn to present! Use your internet skills to find an appropriate article or current events story that interests you. Then, to best prepare for your article talk, answer the questions one by one on Extempore.

QUESTIONS

  1. De quoi s’agit l’article? Raconte-nous trois points essentiels du récit. Ça pourrait être...

    - Un court résumé de l'évènement

    - Les gens impliqués dans l’histoire

    - Les circonstances précédentes ou pourquoi cette histoire est à la une en ce moment

  2. Quelles sont tes réactions à cet évènement? Qu’en penses-tu? Utilise au moins 3 adjectifs différents pour décrire cette histoire.

  3. Choisis une citation de cette histoire qui t’a frappé/que tu as trouvé intéressante. Pourquoi as-tu choisi cette citation? Qu’est-ce que tu as ressenti en la lisant? Est-ce qu’elle t’a surpris? choqué?

  4. Est-ce que tu recommanderais ce récit/cet article à un ami? Pourquoi ou pourquoi pas?

Instructor Notes

  • Il faut noter que l’article en question peut dater de n’importe quand. Il suffit que l’élève l’ait lu récemment. Ce pourrait être un récit, un blog, un résumé sportif, une enquête journalistique ou un article d’opinion.
  • Choisir des citations de l’article est une façon facile pour les élèves de choisir ce qui les a engagés le plus.
  • Il serait peut-être utile de fournir ces questions aux élèves avant qu’ils les voient sur Extempore. De cette manière, ils sauront ce qu’on attend d’eux, mais ils devront toujours répondre en une minute. En plus, ils peuvent sélectionner leur citation et être prêts quand c’est le moment de répondre à la question #3.
  • Il se peut que les élèves aient besoin de l’article devant eux pour quelques unes de ces questions (par exemple pour #3). Encouragez-les de le faire imprimer ou de l’avoir visible sur un autre appareil.
  • Pour les apprenants moins avancés (ou pour une évaluation moins importante), pensez à enlever les chronomètres pour baisser la pression sur les élèves.

Parameters

Respond with Audio Allow re-record
Import Here

#15 - AKTUELLES -WÖCHENTLICH PRÄSENTATIONEN

Spill the tea

INSTRUCTOR OVERVIEW

You’ve just arrived in Germany and culture shock is starting to set in. The good news is that your host, Romy, has been a great help in getting you adjusted to your new language environment. To encourage you to speak about a wide variety of topics, Romy has decided that once a week at dinner, a member of the household has to share a current event or recently published article. Tomorrow night is your turn to present! Use your internet skills to find an appropriate article or current events story that interests you. Then, to best prepare for your article talk, answer the questions one by one on Extempore.

QUESTIONS

  1. Wovon handelt es sich in dem Artikel? Nenne drei Kernpunkte über die Geschichte. Es könnte… 

    a) eine Zusammenfassung des Ereignisses sein. 

    b) eine Erzählung von Personen, die an diesem Ereignis beteiligt waren. 

    c) die Umstände hinter diesem Ereignis sein. 

    d) eine Erzählung, warum diese Geschichte gerade so beliebt ist.

  2. Wie fühlst du dich über dieses Ereignis? Was denkst du darüber? Verwende mindestens 3 verschiedene Adjektive, um diese Geschichte zu beschreiben.

  3. Wähle ein Zitat aus dieser Geschichte aus, das deine Aufmerksamkeit erregt hat. Wähle etwas, das für dich interessant ist. Warum hast du dieses Zitat ausgewählt? Wie hast du dich dabei gefühlt? Hat es dich überrascht? Hat es dich schockiert?

  4. Würdest du diese Geschichte/diesen Artikel jemandem empfehlen? Warum oder warum nicht?

Instructor Notes

  • Wichtig dabei ist, dass es sich bei dem betreffenden Artikel nicht um ein aktuelles Ereignis handeln muss. Es kann einfach etwas sein, das kürzlich gelesen wurde. Zum Beispiel könnte es eine Geschichte, ein Blogpost, eine Zusammenfassung einer Sportveranstaltung, ein längerer Artikel oder ein Meinungsartikel sein.

  • Die Auswahl von Zitaten aus dem Artikel ist eine einfache Gelegenheit, herauszufinden, was Schüler*innen am meisten beschäftigt hat.

  • Es könnte hilfreich sein, diese Fragen zu stellen, bevor sie auf Extempore präsentiert werden. Dann wissen die Schüler*innen, was von ihnen erwartet wird. Aber sie müssen immer noch innerhalb des Zeitrahmens von einer Minute antworten. Außerdem können sie ihre Zitate bereit haben, um Frage 3 zu beantworten.

  • Die Schüler*innen benötigen möglicherweise den Artikel vor sich, wie für Frage 3. Ermutigen Sie sie, den Artikel entweder auszudrucken oder ihn auf einem anderen Gerät zu öffnen.

  • Sie könnten die Zeitbeschränkungen für weniger Fortgeschrittene entfernen.

Parameters

Respond with Audio Allow re-record
Import Here