Presentational Speaking: Cultural Comparison Introducción: Voy a

 Nombre ____________________________________________ APslc EBR
Presentational Speaking: Cultural Comparison Introducción: Voy a comparar _______________________ y _____________________ para _______________________________________ [copia palabras claves de la pregunta ]en las comunidades de ______________________________ y ______________________________. ¿Qué sabes de la región hispanohablante? ¿Qué sabes de tu comunidad? Lluvia de ideas (¿qué? ¿cómo? ¿por qué?) Lluvia de ideas (¿qué? ¿cómo? ¿por qué?) Semejanzas Diferencias Conclusión (Conéctala con las palabras claves en la pregunta original.) PALABRAS PARA EXPRESAR SEMEJANZAS • u
na semejanza ‐ a similarity • s emejante ‐ similar • s imilar ‐ similar • i gual ‐ identical, the same • l o mismo ‐ the same thing • T
anto en España como en mi comunidad, ... ‐ Both in Spain and in my community, … • E
n ambas culturas,... ‐ In both cultures, … • D
e la misma manera, … ‐ In the same way, … • L
os peruanos valoran…, y nosotros, también . ‐ Peruvians value … and we do, too. PALABRAS PARA EXPRESAR DIFERENCIAS • una diferencia ‐ a difference • d
iferente ‐ different • A
diferencia de en Costa Rica, en los Estados Unidos … ‐ Unlike in costa Rica, in the United States… • M
ientras que en México,... en los Estados Unidos … ‐ Whereas in Mexico, … in the United States … • N
o … sino … ‐ Not …, but rather ... PALABRAS PARA CONECTAR IDEAS • s in embargo ‐ however • no
obstante ‐ nevertheless • a
pesar de las diferencias ‐ in spite of the differences Al escuchar tu presentación, completa la tabla abajo. AUTO-EVALUACIÓN - 1A VEZ I have long pauses or say “um” a lot. I repeat the same words and expressions. My grammar is simple. I notice errors in simple grammar structures. I have trouble including advanced grammar structures. My pronunciation is unclear or English-like. I use a formal register - usted/impersonal/"NHS speech". I use rich, sophisticated vocabulary (not Spanish 1). I use advanced grammar structures (subjunctive, relative pronouns, si sentences). I include transitions. I clearly compare my own community with the target culture. I include RELEVANT DETAILS and SUPPORTING EXAMPLES. I identify by name the Spanish speaking region I refer to in my presentation. COMMENTS -- WHAT DO YOU NEED TO IMPROVE? HOW WILL YOU DO SO? WRITE A FEW IDEAS/EXPRESSIONS YOU WANT TO INCLUDE FOR NEXT TIME: AUTO-EVALUACIÓN - 2A VEZ I have long pauses or say “um” a lot. I repeat the same words and expressions. My grammar is simple. I notice errors in simple grammar structures. I have trouble including advanced grammar structures. My pronunciation is unclear or English-like. I use a formal register - usted/impersonal/"NHS speech". I use rich, sophisticated vocabulary (not Spanish 1). I use advanced grammar structures (subjunctive, relative pronouns, si sentences). I include transitions. I clearly compare my own community with the target culture. I include RELEVANT DETAILS and SUPPORTING EXAMPLES. I identify by name the Spanish speaking region I refer to in my presentation. COMMENTS -- WHAT DO YOU NEED TO IMPROVE? HOW WILL YOU DO SO? WRITE A FEW IDEAS/EXPRESSIONS YOU WANT TO INCLUDE FOR NEXT TIME: RARELY RARELY SOME-TI
MES SOME-TI
MES MOST OF THE TIME MOST OF THE TIME Nombre: APslc pres spkg
La re lexión de hablar “presentational speaking” La introducción: 1. ¿La introducción mencionó los ejemplos que vas a comparar? ¿Sí o no? 2. ¿Dijiste el país hispanohablante y tu comunidad? ¿Sí o no? El cuerpo: 1. ¿Cuáles son unas semejanzas especí icas que incluíste? ¿Incluíste detalles para demostrar que has aprendido los elementos culturales del curso de AP? (qué, cómo, por qué) Explica. 2. ¿Cuáles son unas diferencias especí icas que incluíste? ¿Incluíste detalles para demostrar que has aprendido los elementos culturales del curso de AP? (qué, cómo, por qué) Explica. 3. ¿Qué transiciones usaste para conectar tus ideas? La conclusión: 1. ¿Tuviste tiempo para terminar/completar tu conclusión? ¿Sí o no? 2. ¿Conectaste tu conclusión con las palabras claves de la pregunta? APslc • presentación formal oral
nombre ________________________________________________ 5: STRONG performance in Presentational Speaking (EBR 4) ●
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Effective treatment of topic within the context of the task Clearly compares the student's own community with the target culture , incl s upporting details and r elevant examples Demonstrates u
nderstanding of the target culture , despite a few minor inaccuracies Organized presentation; e ffective use of transitional elements or cohesive devices Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility Varied and appropriate vocabulary and idiomatic language • A
ccuracy and variety in grammar , syntax, usage; few errors Mostly consistent use of r egister appropriate for the presentation Pronunciation, intonation and pacing make the response comprehensible; errors do not impede comprehensibility Clarification or self­correction (if present) improves comprehensibility 4: GOOD performance in Presentational Speaking (EBR 3) ●
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Generally effective treatment of topic within the context of the task Compares student's own community with the target culture , incl s ome supporting details & m
ostly relevant examples Demonstrates s ome understanding of the target culture , despite m
inor inaccuracies Organized presentation; s ome effective use of transitional elements or cohesive devices Fully understandable, with some errors which do not impede comprehensibility Varied and generally appropriate vocabulary and idiomatic language • G
eneral control of grammar , syntax and usage Generally consistent use of r egister appropriate for the presentation, except for o ccasional shifts Pronunciation, intonation and pacing make the response mostly comprehensible; errors do not impede comprehensibility Clarification or self­correction (if present) usually improves comprehensibility 3: FAIR performance in Presentational Speaking (EBR 2) ●
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Suitable treatment of topic within the context of the task Compares the student's own community with the target culture , including a few supporting details and examples Demonstrates a b
asic understanding of the target culture , despite i naccuracies Some organization; l imited use of transitional elements or cohesive devices Generally understandable, with e rrors that may impede comprehensibility Appropriate but basic vocabulary and idiomatic language • S
ome control of grammar , syntax and usage Use of r egister may be inappropriate for the presentation with s everal shifts Pronunciation , intonation, pacing make response generally comprehensible; errors occasionally impede comprehensibility Clarification or self­correction (if present) sometimes improves comprehensibility 2: WEAK performance in Presentational Speaking (EBR 1) ●
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Unsuitable treatment of topic within the context of the task Presents information about the student's own community and the target culture, but may not compare them ; consists mostly of s tatements with no development Demonstrates a l imited understanding of the target culture ; may include s everal inaccuracies Limited organization; i neffective use of transitional elements or cohesive devices Partially understandable, with e rrors that force interpretation and cause confusion for the listener Limited vocabulary and idiomatic language • L
imited control of grammar , syntax and usage Use of r egister is generally inappropriate for the presentation Pronunciation, intonation and pacing make the response difficult to comprehend at times; errors impede comprehensibility Clarification or self­correction (if present) usually does not improve comprehensibility ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ MORE PRACTICE IS NEEDED IN THE FOLLOWING AREAS: • subject/verb agreemt
• gender/use of articles
• si sentences
• pronunciation
• noun/adj agreemt • ser/estar
• dop/iop
• subjunctive/indicative
• preterite/imperfect • transitions/flow
• relative pronouns
• impersonal se • varied, appropriate vocab
• tense appropriate for context • register (in/formal) • info is correct
• intro/conclusion • supporting details • identify 1 region • clear comparison