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    3: Delivering the Message

Put It Into Practice: Activity B

Before You Watch
Analyze the Video
Examine the Topic
Put it Into Practice
Action Research Project
Reflect on Your Learning

Library Video Chart
Choose an Activity | Activity A | Activity B

Activity B: Designing a Presentational Speaking Task

In this activity, you will design a presentational speaking task by first identifying the audience in order to focus the final product and make it more realistic. You will also be asked to develop your lesson according to the process approach. This requires incorporating stages of prewriting, drafting, revising, and publishing/presenting. You can design the activity for individual students or for groups.
  1. Unit/Lesson selection. Begin by selecting a unit or lesson that you are planning to teach and for which a presentational task is appropriate. For example, it might be a weather unit in which students communicate about different kinds of weather events (such as rain, snow, or drought).
  1. Backward design. First, describe a product that you want students to develop for their presentation. For example, if the topic is weather, you could ask students to create a) a radio broadcast or a TV segment on the day's weather and the next day's forecast for their town, or b) a severe weather alert for a region of a country that speaks the target language. Next, determine who the audience would be and why they would be interested. Then decide whether students will be working individually or in groups. Finally, based on the description of product and audience, draft a rubric for assessing that product. Be sure to include your expectations for different aspects of the presentation, such as comprehensibility, language control, vocabulary usage, the product's impact on the audience, and cultural awareness.
Note: For more ideas on setting expectations for presentations, review the American Council on the Teaching of Foreign Languages (ACTFL) K-12 Performance Guidelines (see Resources). If you would like to learn more about writing and using rubrics, go to the Assessment Strategies lesson on the Teaching Foreign Languages K-12 video library Web site. To check out a sample rubric, view the Video Project Rubric (PDF, 28 K) created by Yo Azama (Promoting Attractions of Japan) or the Rubric for Interpersonal Task (PDF, 20 K) created by Paris Granville (Assessment Strategies).
  1. Prewriting. Design a prewriting activity (with prompts) that engages students in the language and topic before they begin to develop the final oral presentation. Students can find inspiration and motivation, as well as review necessary vocabulary, through brainstorming, creating a web, doing free-writing, and more. For example, students can brainstorm about the different kinds of weather events that can occur, or do a free-writing exercise about the weather they experienced during the past week.
  1. Drafting. Prepare instructions for how students should draft their oral presentation. What resources may they use? How much time will they have? When will they be able to rehearse the draft, either in person or on audio- or videotape? Will they be working on this in class with your assistance, or will they do some of it at home? Is there a model they could look at that can serve as a benchmark? For example, if students are creating a radio broadcast, you can have them listen to one in the target language first to understand format and coverage. If students are creating a weather advisory, you can have them view one online or on video, preferably in the target language, to see how precipitation, temperature, and other information are formatted.
  1. Editing/Feedback. Describe how students will get feedback on their first draft. For example, will they be peer editing, receiving feedback from you, or a combination of both? Will the feedback be given in the form of written comments to their draft, or will you have a discussion about their work? Also, how will the feedback balance issues of language accuracy and information?
  1. Revision and presentation. Describe how you will expect students to revise and perform their presentation. For example, will they have additional opportunities to receive feedback? Also, because presentational tasks are intended for audiences beyond the classroom, they lend themselves to public performance or recorded display. Knowing that their work will be shown to a wider audience can encourage students to target their work more precisely to the intended audience and use language more accurately. Therefore, conclude by describing how you will expect students to present their work to the intended audience. Will their presentation be performed live or videotaped?
AssignmentSubmit your design for a presentational writing task and/or a presentational speaking task.

Choose an Activity | Activity A | Activity B

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3: Delivering the Message > Introduction | Before You Watch | Analyze the Video
Examine the Topic | Put It Into Practice | Action Research Project | Reflect on Your Learning
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