From Intermediate to Advanced: Opening the Mind to Extended Discourse

Transcripción

1 From Intermediate to Advanced: Opening the Mind to Extended Discourse Handout available at: Paul A. García, Ph.D. University of Kansas (Retired) Visiting Associate Professor, Foreign Language Education Director (int.), Second Language Acquisition/Instructional Technology Ph.D. Program University of South Florida (Tampa) Todd A. Hernández, Ph.D. Assistant Professor of Spanish Department of Foreign Languages & Literatures Marquette University (Milwaukee) Patricia Davis-Wiley, Ph.D. Professor, World Language/English as a Second Language Education The University of Tennessee (Knoxville) College of Education, Health & Human Sciences pdwiley@utk.edu Presented to the: American Council on the Teaching of Foreign Languages 2008 Annual Convention & World Languages Expo Orlando, Florida: Swan & Dolphin Hotel Saturday, November 22, 2008 Americas Seminar Room, 10:00 a.m. - 11:15 a.m. 1

2 Agenda I. Introductions II. III. Context + Schemata = Framework a.k.a.: NCATE, OPI, TBI, CBI Novice to Advanced: Stretch! A. What we do for Novice instruction 1. Skills and Predisposition a. L2 knowledge in place b. Three Modes of Communication 2. Beszélsz magyarul? (Model Connections to Advanced) B. Steps to Advanced Instruction 1 Circumlocution 2 Discourse Markers 3 Information Gap 4 Interview 5 Past Narration 6 Role Play IV. Discussion: Steps to Superior V. Summary & Conclusion 2

3 Assessment Criteria--Speaking Proficiency Level Superior Advanced Functions Context/Content Accuracy Text Type -can support/defend an opinion -can hypothesize -can persuade -can narrate & describe in major time frames -can compare & contrast -can circumlocute -can deal with an unanticipated complication -most formal and informal settings -broad range of general interest topics -some special fields of interest & expertise -most informal & some informal settings -concrete topics such as personal interests, work, & current events -no patterns of errors in basic structures -errors almost never interfere with communication -understood without difficulty by speakers unaccustomed to interacting with non-native speakers -some miscommunication -elementary grammar/syntax is quite accurate -patterns of errors in more complex structures Extended discourse Paragraphs Intermediate -can create with language -can ask & answer questions -can participate in brief conversations -some informal settings -everyday survival topics -simple questions & answer situations -routine travel needs -minimum courtesy requirements -understood, with some repetition, by speakers accustomed to interacting with non-native speakers Discrete sentences Novice -can use limited memorized material in simple statements or questions -simple facts about self or others -colors, clothing, weather, weekdays -may be difficult to understand, even for speakers accustomed to interacting with non-native speakers Individual words & phrases -can use formulaic expressions Note: A rating at any major level is arrived at by the sustained performance of the functions of the level, within the contexts and content areas for that level, with the degree of accuracy described for the level, and the text type of the level. The performance must be sustained across ALL of the criteria for the level in order to be rated at that level. Source: Adapted from Swender, 1999, p

4 ACTFL OPI Characteristics Objective: Directions: Identify the category, Superior or Advanced or Intermediate or Novice, for each statement below. All phrases reflect OPI speaking levels. 1. Place S or A or I or N to the left of each phrase. 2. S = Superior; A = Advanced; I = Intermediate; N = Novice. 3. Note that there may be more than one phrase for each of the four levels. Participates in brief conversations Uses formulaic and rote utterances Asks and answers simple questions Compares and contrasts Narrates and describes in major time frames Hypothesizes Speaks in words and phrases Speaks in extended discourse length Creates with language Handles a situation that presents an unanticipated complication Speaks in paragraph-length discourse Persuades Speaks in discrete sentences unconnected to one another Circumlocutes Supports and defends an opinion 4

5 Oral Proficiency Guidelines American Council on the Teaching of Foreign Languages (Revised, 1999) ADVANCED LOW Speakers at the Advanced-Low level are able to handle a variety of communicative tasks, although somewhat haltingly at times. They participate actively in most informal and a limited number of formal conversations on activities related to school, home, and leisure activities and, to a lesser degree, those related to events of work, current, public, and personal interest or individual relevance. Advanced-Low speakers demonstrate the ability to narrate and describe in all major time frames (past, present and future) in paragraph length discourse, but control of aspect may be lacking at times. They can handle appropriately the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar, though at times their discourse may be minimal for the level and strained. Communicative strategies such as rephrasing and circumlocution may be employed in such instances. In their narrations and descriptions, they combine and link sentences into connected discourse of paragraph length. When pressed for a fuller account, they tend to grope and rely on minimal discourse. Their utterances are typically not longer than a single paragraph. Structure of the dominant language is still evident in the use of false cognates, literal translations, or the oral paragraph structure of the speaker's own language rather than that of the target language. While the language of Advanced-Low speakers may be marked by substantial albeit irregular flow, it is typically somewhat strained and tentative, with noticeable self-correction and a certain grammatical roughness. The vocabulary of Advanced-Low speakers is primarily generic in nature. Advanced-Low speakers contribute to the conversation with sufficient accuracy, clarity, and precision to convey their intended message without misrepresentation or confusion. They are understood by native speakers unaccustomed to dealing with non-natives, even though this may be achieved through repetition and restatement. When attempting to perform functions or handle topics associated with the Superior level, the linguistic quality and quantity of their speech will deteriorate significantly. INTERMEDIATE HIGH Intermediate-High speakers are able to converse with ease and confidence when dealing with most routine tasks and social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may be evident. Intermediate-High speakers handle the tasks pertaining to the Advanced level, but they are unable to sustain performance at that level over a variety of topics. With some consistency, speakers at the Intermediate High level narrate and describe in major time frames using connected discourse of paragraph length. However, their performance of these Advanced-level tasks will exhibit one or more features of breakdown, such as the failure to maintain the narration or description semantically or syntactically in the appropriate major time frame, the disintegration of connected discourse, the misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation. Intermediate-High speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although the dominant language is still evident (e.g. use of code-switching, false cognates, literal translations, etc.), and gaps in communication may occur. ACTFL. Proficiency Guidelines Speaking. Retrieved July 4, 2008, from 5

6 Structure of the Simulated Oral Proficiency Interview Language Function Ask questions Describe a place / activities Give directions Narrate in present time Narrate in past time Discuss personal activities Explain a process State advantages and disadvantages Support an opinion Hypothesize Speak with tact Speak to persuade someone Propose and defend a course of action Give a talk Give advice Level Intermediate Intermediate Intermediate Advanced Advanced Intermediate Advanced Advanced Superior Superior Advanced Superior Superior Superior Advanced Center for Applied Linguistics (1995). Spanish speaking test rater training kit. Washington, DC: Author, p

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8 Developing Advanced-Level Language Language function Describe Compare and contrast Narrate in the present Narrate in the past Narrate in the future React and recommend Hypothesize Support an opinion Structures -Ser and estar -Tan como -Tanto/a/os/as...como -Más/menos que -Present indicative -Preterite -Imperfect -Future time -Subjunctive in adverbial clauses -Subjunctive in noun clauses -Commands -Conditional -Past subjunctive Source: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3 rd ed.). New York: McGraw-Hill, p. 8. 8

9 Circumlocution (1 of 2) estudiante 1 Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para es lo que es la persona que es la acción de es cuando modelo: (rebelarse) es la acción de oponerse a una autoridad 1. animado/a 2. la peluca 3. rectificar 4. sumiso/a estudiante 2 Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para es lo que es la persona que es la acción de es cuando modelo: (rebelarse) es la acción de oponerse a una autoridad 5. el poder 6. el malhumor 7. risueño/a 8. la tijera 9

10 Circumlocution (2 of 2) español 83 examen 1 nombre sección 1. Qué quiere decir la palabra? Tu amigo te pregunta el significado de unas palabras en español. Define cinco (5) de las siguientes palabras. No escribas más de dos oraciones por cada palabra. (10 puntos) el pasamontañas arrepentirse el acontecimiento el encuentro tutear desanimarse rectificar entristecerse la meta risueño/a enterarse indeciso/a la peluca arriesgarse sumiso/a

11 Discourse Markers (1 of 3) Discourse markers are linguistic devices used to organize and sequence a text oral or written. Can you identify the discourse markers used in this narration about the daily routine of a student at Marquette University? Underline the discourse markers in this narration. El estudiante típico se levanta a las 7:00 puesto que tiene clases temprano por la mañana. Después, el estudiante típico se ducha. No tiene mucho tiempo porque tiene clases a las 8:00. Por eso, no desayuna! Durante el día asiste a sus clases. Generalmente, el estudiante típico almuerza con amigos a la una de la tarde. Después, regresa a su residencia donde estudia por unas dos o tres horas. Luego, por la noche, sale con sus amigos 11

12 Discourse Markers (2 of 3) Secuencia de tiempo: primero segundo al principio al mismo tiempo después durante finalmente, al final entonces, luego mientras cuando de repente Resultado: por eso por lo tanto Contraste: al contrario en cambio por otro lado sin embargo pero Para añadir: además también Condición: puesto que tan pronto como ya que Conclusión: Así que En conclusión first second at first at the same time after during finally, in the end then while when suddenly therefore, for that reason therefore on the contrary on the other hand, instead on the other hand however but besides also since, given that as soon as since, given that So In conclusion Adapted from: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3 rd ed.). New York: McGraw-Hill. 12

13 Discourse Markers (3 of 3) Step 1. Students are provided with strips of paper in an envelope. Each strip of paper contains one sentence from the text. Students combine the sentences in order to re-construct the text. The first group to re-construct the text is the winner. Note: Students are given one of two different versions of the text. The first version (version A) contains discourse markers. The second version (version B) does not contain discourse markers. Step 2. Students compare version A with version B. La araña (version A) Sentí algo en la mano. Por eso miré la mano y era una araña. Fui a decirle: Qué haces aquí? Pero la araña se me adelantó y me dijo: Qué haces aquí? Entonces fui a decirle: No quisiera molestarte, pero este es mi mundo, y debes irte Otra vez la araña se me adelantó y me dijo: No quisiera molestarte, pero este es mi mundo y tú debes irte. Comprendí que así era posible dialogar. Al final, le dejé la mano y me fui. La araña (version B) Sentí algo en la mano. Miré y era una araña. Fui a decirle: Qué haces aquí? La araña se me adelantó y me dijo: Qué haces aquí? Fui a decirle: No quisiera molestarte, pero este es mi mundo, y debes irte La araña se me adelantó y me dijo: No quisiera molestarte, pero este es mi mundo y tú debes irte. Comprendí que así era posible dialogar. Le dejé la mano y me fui. Adapted from: Anderson-Imbert, Enrique. (1961). El grimorio. Buenos Aires: Editorial Losada. Step 3. In La araña, an insect speaks with the narrator. In pairs, write a brief conversation between a person and a favorite insect or animal. Perform the conversation for the class. 13

14 Information Gap Activities Definition: One student has information that another student needs to obtain to complete a communicative act (task) Rationale: -- Obligates students to interact in the target language to accomplish a communicative task in a brief period of time -- Provides a meaningful context for language learning activities -- Permits students to learn how to ask for clarification, request information, and negotiate meaning for understanding, all within a meaningful context 14

15 Role of Teacher: -- Provides activities that are focused and specific, with specific and measurable outcomes, even including rubrics -- Supervises, monitors, and assumes role of checking for completion of activity (and thus makes students responsible for task objectives) Role of Student: -- Assumes role of participant -- Takes assignment and understands objective(s) -- Has materials for understanding and clues at hand -- Coaches/assists partner participant -- Completes task, rehearses if time -- Responds to teacher check for responsibility of task 15

16 Information Gap Activities Blueprint 1. Context 2. Communicative function(s) 3. Language structure(s) 4. Specific task(s) 5. Support aspects 6. Directions and models 7. Time limit 8. Comprehension check and proofing 9. Extension activities 16

17 Blueprint: Objective: Standards: 1. Context: Students use the subte to (1.1, 1.2, 5.1) explore Buenos Aires 2. Communicative Request information (1.1, 1.2) function(s): Give directions 3. Language Question formation (1.1, 1.2, 2.1) structure(s): Es necesario to express obligation 4. Specific task(s): Vamos a explorar Buenos (1.1, 1.2, 2.1) Aires en el subte. Tú y tus amigos están de vacaciones. Quieren ir a varios sitios de interés en Capital Federal. Tienes que preguntar a un argentino cómo ir 17

18 Blueprint: Objective: Standards: 5. Support aspects: Directions to the tourist: (1.1, 1.2, 4.1) In this activity you need to ask for directions to different subway stops. If you do not understand the directions, you can ask for clarification and/or repetition: Cómo? Qué? Repita, por favor. Directions to the Argentine: In this activity you need to assist a U.S. tourist with directions to different subway stops. To make sure he/she understands, you can use one of these phrases: Entiende? Está claro? Se ubica? 18

19 Blueprint: Objective: Standards: 6. Directions Use the model below to (1.1, 1.2) and models: help you answer. Ojo! Afterward, I will ask a group to re-enact the situation. Model: 7. Time limit: Five minutes. (Turista): Cómo voy desde Plaza Italia hasta Uruguay? (Argentino): Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze. 8. Comprehension Teacher checks for understanding check & proofing: and completion of activity. 9. Extension activities: Vamos a ver Buenos Aires (1.1, 1.2) El cine (2.2, 4.2) Postal digital (5.1, 5.2) 19

20 Lee and VanPatten offer several tasks that language learners can complete as part of their interactions: Filling in a grid, chart, or table Writing a paragraph Making an oral report Answering questions Sharing information for comparative purposes Creating an outline Creating a list of questions Creating a survey Drawing something (picture, graph, diagram) Creating a photo montage 20

21 Step 1: Step 2: Buscando un apartamento en Buenos Aires Student 1: You are a participant on a study abroad program in Buenos Aires and need to look for an apartment. Your task is to call a real estate agent to find out information about different apartments. Ask your questions in complete sentences and fill in the chart. Student 2: You are a real estate agent in Buenos Aires. Your task is to answer a client s questions about different apartments. Consult the apartment ads and answer your client s questions in complete sentences. 1. Compare and contrast apartments [Worksheet]. 2. Choose apartment. 3. Explain reasons for your choice to your partner. 4. Share information with class. 21

22 Buscando un apartamento en Buenos Aires Directions for Student 1: --You are a participant on a study abroad program in Buenos Aires and need to look for an apartment. Your task is to call a real estate agent to find out information about different apartments. Ask your questions in complete sentences and fill in the chart. Alquiler ($) Ubicación Muebles (Sí/No) Aire acondicionado (Sí/No) Número de ambientes Número de baños Balcón (Sí/No) Metros cuadrados Datos adicionales Apartamento 1 Apartamento 2 22

23 Buscando un apartamento en Buenos Aires Directions for Student 2: --You are a real estate agent in Buenos Aires. Your task is to answer a client s questions about two different apartments. Consult the apartment ads and answer your client s questions in complete sentences. Apartment 1: Apartment 2: 23

24 Buscando un apartamento en Buenos Aires Some Additional Activities: -- Students create an apartment ad -- Use Internet to explore real estate ads Visit Click on Inmuebles. -- Listen to authentic apartment ads -- Compare and contrast apartments and houses in Argentina and the United States Adaptation from: Theisen, T. (1997). Exploring multiple intelligences: respecting the diversity of learning. In: R. DiDonato (Ed.), Building community through language learning. Lincolnwood, Illinois: National Textbook Company. 24

25 Apto. #1: Ubicación: Belgrano Descripción: Moderno departamento 38 mt2, totalmente amoblado,1 ambientes en Studio. Totalmente equipado Baño, Kitchenet, Cocina, Microondas, Cafetera, Balcón/Terraza, Servicio de Mucama, Compaq Presario Win XP con conexión a Internet en Banda Ancha FibraOptica, TV Color 30", Stereo, Caja de Seguridad Codificada, A/C con Calefacción, Servicio de Minibar. Servicios del Edificio: Portero y Seguridad 24 horas, Sauna, Gimnasio, Spa, Piscina Olímpica, Climatizada, Excelente Vista de la Ciudad. Apto. #2: Ubicación: Recoleta Descripción: Moderno departamento en contra frente de 2 ambientes con 50 m2 de superficie. Living/comedor con mesa y 4 sillas modernas. Cocina con lavadero equipada con refrigerador con freezer, horno microondas, cocina con horno y 4 hornallas, cafetera, licuadora y tostadora. Vajilla completa. Dormitorio con cama matrimonial, mesa de noche a ambos lados, placard y cortinado cubriendo la ventana. Baño completo. Todo el departamento posee pisos en madera y gran ventanal con balcón terraza y vista al pulmón de manzana que permite mucha luz a los ambientes. Cuenta con equipo de aire acondicionado y Tv. 25

26 Vamos a tomar el subte Directions for Student 1: -You are a participant in a study abroad program in Buenos Aires and you want to use the subte to visit different places in Capital Federal. Your task is to ask for directions. - Necesito ayuda! You can ask for clarification and/or repetition with one of these phrases: (1) Cómo? (2) Qué? (3) Repita, por favor. -Use the model below to help you answer. Be sure to complete the chart with the directions. Ojo! Afterward, I will ask a group to re-enact the situation. DO NOT LOOK AT THE MAP! Model: [Estudiante]: Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze. Preguntas 1. Cómo voy desde la estación Retiro hasta Río de Janeiro? 2. Cómo voy desde la estación Entre Ríos hasta Lavalle? 3. Cómo voy desde la estación Catedral hasta San Juan? Respuestas

27 Vamos a tomar el subte Directions for Student 2: -You are a native Argentine. A U.S. student will ask you for assistance with directions for the subte. Your task is to answer his/her questions. - Este turista! You can use one of these phrases to make sure the student comprehends the directions: (1) Entiende? (2) Está claro? (3) Se ubica? (4) Escríbalo! -Consult the subte map and the model to help you answer. Make sure your partner completes the chart as you provide the directions. Ojo! After each question, I will ask a group to reenact the situation. Model: [Estudiante]: Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze. Preguntas 1. Cómo voy desde la estación Retiro hasta Río de Janeiro? 2. Cómo voy desde la estación Entre Ríos hasta Lavalle? 3. Cómo voy desde la estación Catedral hasta San Juan? Respuestas

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30 Interview (1 of 2) Paso 1. Pídele a un hablante nativo del español que describa brevemente: el día más feliz/ triste / emocionante / importante / memorable de su vida. Graba la narración. Paso 2. Transcribe la narración. Subraya todas las formas del pretérito y del imperfecto. Explica por qué el hablante usó el pretérito o el imperfecto. Estudiante transcribe: El día más emocionante de mi vida fue cuando gané una beca para estudiar aquí en la universidad. Pues, me acuerdo que estaba en casa cuando recibí la llamada Estudiante escribe: El hablante usó fue (pretérito) porque se refiere a una situación acabada. Gané (pretérito) también se refiere a una acción acabada. El hablante ganó el premio una vez. El hablante usó estaba (imperfecto) porque es descripción en el pasado. Recibí (pretérito) porque es una acción acabada o completa. El hablante recibió la llamada una vez. Paso 3. Subraya todas las palabras de transición, como primero, pues, entonces, después, etc. Paso 4. Completa el cuadro con las palabras de transición que subrayaste en paso 3. Ojo! Debes decidir si cada transición representa secuencia de tiempo, resultado, contraste, etc. Secuencia de tiempo Resultado Contraste Para añadir Condición Conclusión Paso 5. En parejas, describan el día más feliz, triste, emocionante, importante o memorable de su vida. Usen verbos en el pretérito y en el imperfecto al elaborar la narración. Deben utilizar también palabras de transición. Source: Adapted from Lunn & DeCesaris, 1992, p

31 Interview (2 of 2) Étape 1. Demandez à un Francophone de vous décrire brièvement : la journée la plus heureuse/triste/émotionnelle/mémorable de sa vie. Enregistrez la narration. Étape 2. Transcrivez la narration. Soulignez toutes les formes au passé et à l imparfait. Expliquez pourquoi le passé et l imparfait ont été utilisés. L étudiant transcrit : La journée la plus heureuse de ma vie a été quand j ai gagné une bourse pour étudier ici à l université. Je me souviens que j étais à la maison quand j ai reçu l appel L étudiant écrit : le narrateur a utilisé a été (le passé composé) parce qu il fait référence à une situation terminée. Pour l emploi de j ai gagné (le passé composé), il se réfère a un fait qui s est produit une seule fois. Le narrateur a employé j étais (imparfait), car il s agit d une description du passé. j ai reçu (passé) car cette action est achevée ou complète. Le narrateur a reçu l'appel une seule fois. Étape 3. Soulignez tous les mots de transition, tel que «premièrement», «parce que», «alors», «puis» et ainsi de suite. Étape 4. Complétez le tableau avec les mots de transition soulignés à l'étape 3. Attention, vous devez décider si chaque transition représente «séquence de temps», «résultat», «contraste», et ainsi de suite. Séquence de temps Résultat Contraste Pour ajouter Condition Conclusion Étape 5. En paires, décrivez le jour le plus heureux, triste, passionnant, important ou mémorable de votre vie. Utilisez des verbes au passé composé et à l'imparfait en élaborant l'histoire. Vous devez aussi utiliser des mots de transition. 31

32 Narration in the Past (1-A of 4) Student 1 Paso 1. Your partner has a series of pictures. You have the five missing pictures that your partner needs to complete the story. Together describe your pictures in order to tell the story. When you finish, give the story a title. Use expressions such as: El hombre salió a correr (Él) estaba corriendo y de repente Mientras él corría You begin: Un señor estaba en el cuarto de baño Source: Adapted from Garner, Rusch, & Domínguez,

33 Narration in the Past (1-B of 4) Student 2 Paso 1. Your partner has a series of pictures. You have the four missing pictures that your partner needs to complete the story. Together describe your pictures in order to tell the story. When you finish, give the story a title. Use expressions such as: El hombre salió a correr (Él) estaba corriendo y de repente Mientras él corría Your partner will begin. Source: Adapted from Garner, Rusch, & Domínguez,

34 Narration in the Past (2 of 4) Paso 2. Qué le pasó a Juan? Your friend Marina has just sent you an in which she describes an experience she had at the gym. This reminds you of an incident that happened to your friend Juan last week when he decided that he needed to lose weight. Based on the story shown in the pictures, write an to Marina in which you recount for her what happened to Juan. Be sure to underline: (1) verbs in the preterite and imperfect and (2) discourse markers. You should write about ten (10) sentences. Para: De: Re: Hola Marina! Sample response: No te preocupes! Esas cosas pasan. Mi amigo Juan tuvo una experiencia similar. Un día Juan estaba leyendo un libro en el cuarto de baño. El libro se llamaba Pierda Peso. El subió la balanza en su baño para ver cuánto pesaba. Pesaba 100 kilos! Por eso decidió salir a correr. Al principio todo estaba bien. Más tarde Juan estaba corriendo por la calle cuando de repente vio a una amiga. Estaba hablando con su amiga cuando se cayó en un pozo. Qué mala suerte! Juan era muy dedicado todavía. Por eso decidió seguir corriendo. Estaba corriendo por la calle otra vez cuando un carro pasó. El carro tiró agua encima de Juan. El dijo basta! Entonces, decidió volver a casa. Corría a casa cuando un perro lo atacó. Al final, después de un día difícil, Juan llegó a casa. Estaba enfermo. El tiró el libro en la basura puesto que no perdió nada de peso. Pobre Juan! 34

35 Narrateur dans le passé (3-A de 4) Étudiant 1 Étape 1. Your partner has a set of pictures. You have the five missing pictures that your partner needs to complete the story. You and your partner will need to describe your pictures in order to tell the story. Decide on a title for the story after you finish. Use expressions such as: Le téléphone a sonné Pendant que le lion est passé par le ATM Le circus est venu... You begin. À dix heures dix... 35

36 Narrateur dans le passé (3-B de 4) Étudiant 2 Étape 2. Your partner has a set of pictures. You have the four missing pictures that your partner needs to complete the story. You and your partner will need to describe your pictures in order to tell the story. Decide on a title for the story after you finish. Use expressions such as: Le téléphone a sonné Pendant que le lion est passé par le ATM Le circus est venu... Your partner will begin. 36

37 Narrateur dans le passé (4 de 4) Étape 2. Qu'est-il arrivé à Jean? Votre ami, Marie, vous a juste envoyé un dans lequel elle décrit une expérience qu'elle a eu à la salle de gym. Cela vous rappelle un incident qui s'est produit à votre ami Jean la semaine dernière quand il a décidé de perdre du poids. Sur la base de l'histoire montrée par les images, écrivez un à Marie ou vous lui racontez ce qui est arrivé à Jean. Soyez sure de souligner: (1) les verbes au passé composé et à l'imparfait (2) les mots de liaison. Vous devriez écrire approximativement dix (10) phrases. De: Á: Re: Salut, Marie! Exemple de réponse: Ne vous inquiétez pas! Ces choses arrivent. Mon ami Jean a eu une expérience semblable. Un jour, Jean était en train de lire un livre dans la salle de bain. Le livre s appelait Perdre du Poids. Il est monté sur la balance dans sa salle de bain pour voir combien il pesait. Il pesait 100 kilos! Il a décidé d aller courir. Au début tout allait bien. Plus tard, Jean était en train de courir dans la rue lorsque soudain, il a vu une amie. Il parlait avec son amie quand il est tombé dans un puit. Quelle chance! Jean a été très dévoué jusqu'à maintenant. C'est la raison pour laquelle il a décidé de continuer à courir. Une autre fois, il courrait dans la rue quand une voiture passait. La voiture a jeté l'eau sur Jean. Il a dit «assez!» Alors, il a décidé de revenir à la maison. Il courait la maison quand un chien l a attaqué. Enfin, après une journée dure, Jean arriva à la maison. Il était malade. Il a jeté le livre à la poubelle car il n a perdu aucun poids. Pauvre Jean! 37