#3007. SLP Speaking Sponges

Language, level: Middle
Posted Sun Dec 28 09:27:49 PST 2008 by Rebecca Tice (Rebecca Tice).
Dryden Middle School, Dryden, NY, USA
Materials Required: method of displaying tasks (chalkboard, overhead projector, or document camera), scrap paper
Activity Time: 10-15 min. each
Concepts Taught: speaking, food, restaurant

Title: SLP Speaking Sponges -- Exprésate 1B Chapter 6
Subject: Spanish
Author: Rebecca Tice
Grade Level: 7/8
Time Duration: 10-15 minutes each
Overview: This structured progression of activities will help students prepare for the speaking portion of the NYS SLP exam. They provide extensive modeling, analysis and synthesis of speaking tasks relative to a restaurant theme.
Objectives:
1. To analyze, and later reconstruct, a NYS SLP Speaking task.
2. To review foods and restaurant expressions.
Materials: method of displaying tasks (chalkboard, overhead projector, or document camera), scrap paper
Activities and Procedures:
SLP Speaking Practice -- Sponge Activities
SLP Task:
You and your friend have just been seated in a restaurant in Guanajuato, México. Discuss the menu and what you plan to order. Student initiates.
Activity 1: Counting Clauses
A clause is a group of words containing a subject and verb which forms part of a sentence. This definition is made up of two clauses: the first clause from "A clause" to "verb," the second from "which" to the end.
Read the following task and conversation silently. Then read the conversation aloud with a partner. Count the number of clauses each speaker uses in their four exchanges.
Task: You and your friend have just been seated in a restaurant in Guanajuato, México. Discuss the menu and what you plan to order. Student initiates.
1: ¿Te gusta la comida mexicana?
2: Sí, me gusta mucho. ¿Y a ti?
1: Me encanta la comida mexicana. ¿Qué vas a pedir?
2: No sé. Me gusta mucho el pollo y la salsa.
1: ¿Qué tal si pruebas las enchiladas de pollo?
2: Buen idea. ¿Qué vas a pedir tú?
1: Voy a pedir el arroz con pollo. Es mi plato preferido.
2: Excelente. ¿Dónde está el camarero?
Activity 2: Modifying
Read the task and conversation above silently. Then read the conversation aloud with a partner, changing all foods mentioned.

Activity 3: Creative Cloze
Read the following task and conversation silently. In your agenda, fill in the blanks with an appropriate statement or question. Then read the conversation aloud with a partner, inserting appropriate phrases where needed.

Task: You and your friend have just been seated in a restaurant in Guanajuato, México. Discuss the menu and what you plan to order. Student initiates.

1: ¿Te gusta la comida mexicana?
2: _________________________. ¿Y a ti?
1: Me encanta la comida mexicana. ¿Qué vas a pedir?
2: No sé. Me gusta mucho el pollo y la salsa.
1: ¿Qué tal si pruebas las enchiladas de pollo?
2: Buen idea. ¿Qué vas a pedir tú?
1: ________________________. Es mi plato preferido.
2: Excelente. ¿Dónde está el camarero?
 
Activity 4: Creative Cloze II
Read the following task and conversation silently. In your agenda, fill in the blanks with an appropriate statement or question. Then read the conversation aloud with a partner, inserting appropriate phrases where needed. Word of caution: Your partner did not write the same things you did -- pay attention so that you can adapt appropriately.

Task: You and your friend have just been seated in a restaurant in Guanajuato, México. Discuss the menu and what you plan to order. Student initiates.

1: ¿Te gusta la comida mexicana?
2: Sí, me gusta mucho. ¿Y a ti?
1: Me encanta la comida mexicana. ¿____________?
2: ______________. Me gusta mucho el pollo y la salsa.
1: ¿______________________________?
2: _________________. ¿Qué vas a pedir tú?
1: Voy a pedir el arroz con pollo. Es mi plato preferido.
2: Excelente. ¿Dónde está el camarero?

Activity 5: Completion
Read the following task and conversation silently. In your agenda, finish the conversation appropriately. Then read the conversation aloud with a partner, inserting appropriate phrases as needed. Word of caution: Your partner did not write the same things you did -- pay attention so that you can adapt appropriately.
Task: You and your friend have just been seated in a restaurant in Guanajuato, México. Discuss the menu and what you plan to order. Student initiates.
1: ¿Te gusta la comida mexicana?
2: Sí, me gusta mucho. ¿Y a ti?
1: _______________________
2: _______________________
1: _______________________
2: _______________________
1: _______________________
2: _______________________

 
Activity 6: Prepped Speaking
Read the following task silently. On a piece of scrap paper, jot down a few phrases that you could use in this conversation. With a partner, complete this speaking task. Word of caution: Your partner did not write the same things you did -- pay attention so that you can adapt appropriately.
Task: You and your friend have just been seated in a restaurant in Guanajuato, México. Discuss the menu and what you plan to order. Student initiates.

Activity 6: Free Flow
Read the following task silently. Mentally brainstorm a few phrases that you could use in the completion of this task. With a partner, complete this speaking task. Word of caution: Your partner did not brainstorm the same things you did -- pay attention so that you can adapt appropriately.
Task: You and your friend have just been seated in a restaurant in Guanajuato, México. Discuss the menu and what you plan to order. Student initiates.

Evaluation:
Peer evaluation (I created a table in word assessing Overall Participation, Use of resources, Fluency, Comprehension & Accuracy of each partner - 0,1, or 2 points each)

Inclusion of speaking tasks on chapter assessment & teacher-student SLP practice.
Differentiation:
Adapted -- students may use references (to a varying degree as needed)
Accelerated -- students may independently create a PowerPoint presentation that includes both text and audio of either the model conversation or an original.