64 Parle moi de toi ! (part 1 & 2: Myself and my family)
Khady Diene
Learning Objectives
Course objectives connected to the assignment: I want students to: – Communicate in the target language at an elementary level in the skill areas of writing, speaking, and listening – Apply linguistic structures supporting communication at the elementary level of proficiency. In language classes, oral work is extremely important. In my FREN 101 course, one of the objectives of the course is to promote practice in listening and speaking, oral progress will be evaluated both in our class meetings and through your audio and video submissions.
Purpose/Rationale
Instructions
As you have learned how to introduce yourself in assignment #1 and how to talk about your family in assignment #2 in assignment #3 you will combine these 2 skills and introduce yourself in a more detailed way. Fill in the blanks with the appropriate missing info of the text below. Read out loud while you record it. Read the text below out loud while you record it and submit it.
Bonjour! Je m’appelle _____________(your name). Je suis_____________ (Américain(e)/français(e)/ camerounais(e) J’habite à_____________ (Germantown/Gaithersburg/ Clarksburg/ Rockville/Silver Spring). J’habite ______________(seul(e)/ avec ma famille) _ J’ai __________frères. – J’ai ___________soeurs – mon père s’appelle ____________. – ma mère s’appelle ________________. – ma grand-mère s’appelle ______________. – mon grand – père s’appelle ______________.
Format Requirements
Student instructions for video assignment: Fill in the blank with the appropriate missing info. Read out loud while you record it. The following information is provided to students at the beginning of the video project: Each student will work alone and submit a 4–7-minute video. The main objectives are to communicate clear and accurate information in an engaging manner for an audience of your peers. Note. The project is evaluated on the basis of its accuracy, academic rigor, clarity, and ability to engage the viewers. The video is not assessed on the basis of its technical merits (i.e., you will not get extra points because the final product is visually impressive in a way that does not bear on effective communication). Note that sound is more important than video—if no one can hear it, no one will watch it. Deliverables: there are two deliverables:
- fill in the blanks with the appropriate information about the student
- The video (along with signed video release forms) Required elements for the video
- Length. Your video should be 4–7 minutes in length
- There are no restrictions on the style of the video.
Rubric/Criteria
Oral Communication Evaluation Form Name of student: _________________________________________ Class: ___________
- Comprehension/ Content (appropriateness of responses to questions/statements posed)
- Pronunciation (production of individual sounds, intonation, stress)
- Fluency and Creativity (flow of speech, creative use of language)
- Vocabulary (mastery of lexical items)
- Grammar (control of basic structures and form)
- 5: Response always appropriate linguistically and pragmatically
- 5: Little to no interference
- 5: Little to no hesitation; expressive with natural pauses, high creativity
- 5: appropriate vocabulary usage relative to topic
- 5: Excellent use of grammar and vocabulary in context
- 4: Response mostly appropriate linguistically and pragmatically
- 4: Occasional interference
- 4: Slight hesitation but rephrases; fairly expressive, good creativity
- 4: mostly appropriate vocabulary usage relative to topic
- 4: Few significant errors speaking in target language
- 3: Response often inappropriate linguistically and pragmatically
- 3: Substantial interference
- 3: frequent hesitation, somewhat expressiveness, some creativity
- 3: frequent errors– using words not related to the topic
- 3: several errors that lead to some breakdown of communication
- 2: Response mostly inappropriate linguistically and pragmatically
- 2: Severe interference
- 2: Many pauses with communication breakdown, little creativity
- 2: substantial errors– using words not related to the topic
- 2: many errors in properly using conjugation and vocabulary, leading to greater breakdown of communication
- 1: Response always inappropriate linguistically and pragmatically
- 1: Utterance almost incomprehensible
- 1: complete communication breakdown, no creativity
- 1: vocabulary completely inappropriate to the topic
- 1: many errors, little to no knowledge of grammar and conjugation leading to complete breakdown of communication
Comments / Notes Grade: _______________
