Entertainment while under lockdown- Speaking/mediation activities

These days, plenty of world-famous artists are livestreaming impromptu concerts from home through social media; theatres are streaming older productions for free…Is this going to have a long-lasting effect on the way entertainment is produced and consumed?

Here you can find some speaking activities as well as a mediation activity on the subject:

SPEAKING: 

Click/tap on the screenshot to download file

MEDIATION IN WRITING:

Click/tap on the screenshot to download the file

These are some of the examples mentioned in the activities:

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Mediation: talking about data in graphs and charts- examples

(Updated 4.3.20)

These days lots of figures and data are being used in the media to refer to the scale of the pandemic. If you have to mediate this information for somebody else in English, you may need this vocabulary:

vocabulary to talk about charts, graphs and diagrams

Here are some examples taken from Spanish and British sources:

Download the slides in the video here

You can also read this article:

Click on the screenshot to read the annotated article

Source

Or listen to these clips:

With the number of deaths in the UK rising sharply over the last 24 hours, testing of frontline NHS staff is to start next week. 

  • *frontline staff/workers:
  • *NHS: National Health Service (=Seguridad Social in Spain)
  • *is to start: is going to start
Source

Tests to determine whether frontline NHS staff have coronavirus are expected to begin this weekend, following prolonged criticism from health workers. Staff who are found to be negative will be able to continue working as the number of patients continues to surge

Source

The Government has set out plans to increase significantly the number of tests for coronavirus. The aim is to carry out 100,000 per day by the end of the month. 

Source

Transcript

Screenshot 2020-04-04 at 13.07.08

Two of the most commonly used terms these days are flatten the curve and reach the peak. You have some more information about them here (download the pdf file here).

Remember:

Mediation in speaking- C1: Operación Triunfo-cómo les ha ido a los ganadores del concurso

For our unit on entertainment, you are welcome to try this mediation task:

You’re on a video call with European friends discussing the cancellation of the Eurovision song contest, and that leads to how effective TV talent shows are at launching unknown artists’ careers. You have read this article about Operación Triunfo, one of the most successful talent shows in Spain ever. Summarise the main points of the article and the charts in it to contribute to the conversation in no more than 3’30’’.

[The length is a bit longer this time because the text is slightly longer than it should, and it also includes graphs (usually you would have 3 minutes).]

Click on any of the screenshots to download the worksheet.

 

If you think you are going to need extra help selecting the relevant information, or with some vocabulary, you may have a look at this annotated version

Source text

Taller: Mediación lingüística 101

En 2018 se publicó el Companion Volume, volumen complementario al Marco Común Europeo de Referencia para las Lenguas (2001). En él se actualizan descriptores ya existentes en el Marco, se incluyen nuevos relacionados, por ejemplo, con la comunicación online, y se añaden descriptores para mediación lingüística. Estos cambios se han incorporado ya en las pruebas de certificación de la Escuelas Oficiales de Idiomas. 

En este taller de dos horas de duración se darán ideas generales para comenzar a conocer el concepto de mediación lingüística, y cómo se puede trabajar en el aula de lengua extranjera tanto en secundaria como en Escuelas de Idiomas. Se realizará el 14 de marzo de 2020, dentro del CARLEE on Tour (Teruel). El taller será impartido en español. 

CONTENIDOS:

  • Actualización del MCER: modos de comunicación, descriptores 
  • Mediación lingüística: oral, escrita/ interlingüística, intralingüística
  • Ideas básicas para el diseño de actividades de mediación para el aula y para examen. Diferencias mediación/interacción.

Inscripciones en DOCEO hasta el 9 de marzo.

Mediation in speaking-love and relationships (C1)

St. Valentine’s day is coming, and whether you celebrate it or not, it can be an excuse as any other to practise students’ mediating skills. As the Companion Volume says ‘in mediation, one is less concerned with one’s own needs, ideas or expression, than with those of the party or parties for whom one is mediating‘ (p.106).  With this in mind, it is very easy to think of tasks where the mediator is asked to help/give advice to somebody who is having a rough time in their relationship, missing their former partner…

Two possible cross-linguistic mediation tasks for C1 English can be found below. They are aimed at developing the following descriptor:

Can summarise clearly in well-structured speech (in Language B) the main points made in complex spoken and written texts (in Language A) in fields of specialisation other than his/her own, although he/she may occasionally check particular technical concepts.

Click on the screenshot to download the pdf file

 

Click on the screenshot to download the pdf file

 

 

Materiales taller “El Companion Volume y las tareas de mediación en secundaria”

En este enlace podéis acceder a la presentación del taller “El Companion Volume y las tareas de mediación en secundaria”, celebrado el 8 de enero de 2020 en el CARLEE (Zaragoza):

Click en la imagen para descargar pdf

En estos videos tenéis esa misma presentación junto con el audio de la sesión:

Estas son algunas tareas de mediación, que pueden servir como ejemplo (B1):

 

Click en la imagen para descargar pdf

mediation, spoken interaction and written production tasks about charities (C1)

The following tasks deal with the topic of charities, and they integrate mediation in speaking, spoken interaction and written production/interaction. They have been designed with groups of four students in mind, but can be carried out in pairs.

The context to the tasks is the following:

Your school is going to raise money for a charity by carrying out activities involving students and teaching staff. You have been appointed as class representatives, and have to decide which charity from the appeals your class group is going to support financially.  

  1. Mediation in speaking: 

Each team member will listen to a radio appeal for a charity. They will have to take notes, and then, with these notes, be able to relay that information to the rest of team members.

This first task has been designed bearing in mind the following descriptors from the Companion Volume:

  • NOTE-TAKING (LECTURES, SEMINARS, MEETINGS ETC.): Can select relevant, detailed information and arguments on complex, abstract topics from multiple spoken sources (e.g. lectures, podcasts, formal discussions and debates, interviews etc.), provided that standard language is delivered at normal speed in one of the range of accents familiar to the listener.
  • PROCESSING TEXT IN SPEECH: Can summarise clearly in well-structured speech (in Language B) the main points made in complex spoken and written texts (in Language A) in fields of specialisation other than his/her own, although he/she may occasionally check particular technical concepts.

Using cooperative learning mats, students are assigned a number in their group. Then, all the number 1 students get together in the same group; all the number 2, and so on, to listen to the same clip, using their headphones and a headphone splitter:

These are the instructions:

Listen and take notes about your charity. You can listen to it twice. You will then have to report back to your team. Take notes on:

• objectives/goals of the charity
• sample problem mentioned
• what the charity has done for the individual mentioned
• how the situation has improved after the charity’s action
• what the speaker is asking of the listener
• key words related to money and charities

INPUT- AUDIO CLIPS- Taken from BBC Radio 4 charity appeals

These appeals tend to be around 3’50”-4 minutes long, and they always have the same structure, which is ideal for students to listen to different appeals over the same amount of time, and be able to report back to their groups.

Mediation strategies to be used:

  • streamlining a text
  • simplifying language
  • adapting language

Here you can find useful language to relay the information you wrote down.

2. Spoken interaction:

Once all the members of the team have enough information about all four charities, everyone has to argue in favour of their charity. They will have to reach an agreement at the end of their discussion.

They can prepare for 2 minutes individually, and they will discuss their views for 7 minutes.

This is some language students can use to interact.

They can use talking sticks/talking chips, to help students share the same amount of talking time.

3. Follow-up- written production: Write a leaflet for the charity of your choice, to convince the rest of students to donate money. You can use Canva or Piktochart to create it. Please remember to use persuasive language:

Click on the image to open pdf file