1. Communication
Students as effective communicators use languages to engage in meaningful conversation, to understand and interpret spoken language and written text, and to present information, concepts, and ideas.


Add your own examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is addressing.

City, State,
zip code
(Elementary, Middle, High, Post-Secondary)
Novice Proficiency
Range Example
Intermediate Proficiency
Range Example
Advanced Proficiency
Range Example
Recommended Tools and Resources
Beth O'Connor
Essex High School
Essex Jct, VT 05452
All levels
All languages

Students exchange Voicethread with students at the same level of study at another high school on topics of interest to teenagers in target language and then comment on back and forth in asynchronous interpersonal communication.

Internet access
Digital photos
Beth O'Connor
Essex High School
Essex Jct, VT
All levels
All languages

Video conference call to students in other schools at same level of study or native speaker in target language.

Internet access
Video conferencing tools like Skype
J Whitmer
Birmingham, MI 48301
All levels
All languages
Students write and record scripts for a particular scenario. Students post finished scenes to Moodle or a wiki for feedback (in Spanish) from their classmates.

iPods touches, Flip cameras, or Audacity & Moodle or wiki
Janet Glass
Dwight-Englewood Lower School
Englewood, NJ 07631
1.Students talk about themselves, family and friends. (Presentational, oral.)
2.Students create and film a fashion show for dolls. (Presentational oral.)
3.They compare what they like to do, unscripted. (Interpersonal, oral.)
4.Students create a brochure about their school, (Presentational, written.)

1.Voicethread and
2.Digital movie camera
3.Digital Voice Recorders
4.Microsoft Publisher
Elizabeth Yu Ellsworth
Herricks Middle School
New Hyde Park, NY 11507
Middle School
Students will be introduced to Chinese vocabulary for common foods through images on Smartboard. They will do games matching words to pictures using the Lesson Activity Toolkit. (interpretive)
Students will read “The Hungry Caterpillar” in Chinese and do TPR activities related to the story. They will will write their own take off of this story on Storyjumper.com (interpretive, presentational)
Students will write a letter to a penpal in Chinese describing foods and drinks served at a) a family picnic b) a party at a friend’s house c) a Chinese New Year dinner d) a Chinese style birthday party. (presentational)
Elizabeth Yu Ellsworth
Herricks Middle School
New Hyde Park, NY 11507
Middle School
Students will make a collage of favorite foods and label them in Chinese. They will do information gap activities to find out favorite foods of class members. (presentational)
Students will create a menu of the foods their family members eat during a typical week. They will create an illustrated vocabulary list of these foods using Chinese word processing and clipart. List will include characters and pinyin (presentational)
Students will work in groups to research local restaurants and produce restaurant reviews in Chinese.They will map the restaurants on Googlemaps and give directions to the restaurants in Chinese.(presentational)
online Chinese dictionaries such as nciku.com.

Elizabeth Yu Ellsworth
Herricks Middle School
New Hyde Park, NY 11507
Middle School
Students will dramatize simple skits in Chinese between customers and food servers at a restaurant. (interpersonal)
Students will write and dramatize skits between airline passengers and flight attendants on a flight to Shanghai. They must include scenarios for passengers who are a) on a diet b) have food allergies and c) are vegetarians. (interpersonal)
Students will go on a field trip to Chinatown and order lunch from a restaurant in Chinese. They will go to a Chinese bakery afterward and purchase pastries using only Chinese. (interpersonal)

Elizabeth Yu Ellsworth
Herricks Middle School
New Hyde Park, NY 11507
Middle School
Students will interview their classmates in Chinese to find out about each others' food likes and dislikes.
Students will interview family members to find out their favorite recipes. They will record the recipes in Chinese and compile them into a class recipe book. (interpersonal and presentational)
Students will discuss their favorite foods in Chinese on VoiceThread. They will invite Chinese language students from other schools to add their comments to the VoiceThread. (interpersonal, presentational)
Lori Langer de Ramirez
Herricks Public Schools
New Hyde Park, NY
Middle/High School
Students will read the story Homme de Coleur (Hombre de Color, Einfach Farbig) (interpretative)
In pairs of small groups they can discuss the color words from the story and arrange them using a chart
In pairs of small groups students can discuss issues of race and diversity that come up in the story
  • Homme de Coleur
  • Hombre de Color
  • Einfach Farbig
Guardian Angels Elementary
West Point, Nebraska 68788
Junior High
Students create a fashion show based on the style of a current Spanish fashion designer. Students work with a partner to describe the outfit, select Spanish background music and art for the videotaping of the event. Students may save their presentations to Voice Thread. Students would then comment on the fashions created by classmates.(Presentational)

Video camera
Voice Thread
Omwomo Beatrice
St. Peters Schools
Mansfield Ohio 44902
Junior High/High School
Students talk to an unexpected guest speaker on Skype. They spontaneously ask and answer questions in the target language.

Nicci Saari
Eastwood Middle School
Indianapolis, IN 46220
Middle School
All languages
Students describe celebrities shown on the screen in pairs (interpersonal)and ask and answer simple questions about them(interpretive).

Internet access

Sara-Elizabeth Cottrell
Whitefield Academy
Louisville, KY 40228
Students browse the website of a current popular magazine in a country that speaks the TL. Based on photos, they determine how the people photographed are (sad, sick, excited) and report their theories to classmates. They investigate text and captions to find clues to verify their theories.
(Interpretive, Interpersonal)
Students write a short email describing their school's technology and how it is used in class, and what the rules are. They ask students of a teacher in a TL country to describe the same at their school. The teacher sends the emails to the TL country teacher and awaits responses. (Interpersonal)
The senior class has decided to take their senior trip to a country/countries that speak the TL. Students investigate 2 potential locations, one a very bad idea (because of violence or desert,e.g.) and the other a very good idea and give a speech presenting arguments why the class should go to one and not the other. (Interpretive, Presentational)
Internet and email; Authentic magazine websites; contact at school in TL country; travel section of news websites; international travel news;
Thomas A. Coleman
Herricks Middle School
Albertson, NY 11507
Middle School
French - Beginning Level
After having reviewed numbers, greetings and the distinction between addressing people using TU or VOUS, the students went to "airports" in France, Switzerland and Gabon. At each "airport" the students had to go through customs and also exchange dollars for the currency of the destination country. Students played the role of tourists, customs agents and currency exchangers, the entire time speaking in French. (Interpersonal)

-Internet sites for monetary conversions.
-Photos of countries
-Copies of each country's currency
Danielle Boston
Easley High School
Easley, Sc 29640
High School
French-all levels
To go along with the culture section of your textbook, create a blog each week with some questions for students to answer in 4 or 5 sentences. They can leave their response in the comment box. This is a great opportunity to bring in some appropriate authentic materials and ask the students to reflect upon them.