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CALL Task 2 - Interpersonal

Lisa Peskar

Context: Spanish 1, 7th Grade


Class Size: 16-23 students
Class Length: 45-50 minutes daily
Unit: Relationships and Descriptions

Previous Vocabulary: This is students first year of Spanish. They have previously
studied introduction vocabulary (basic personal information and interests),
school/classroom vocabulary, and the third unit was relationships and descriptions focusing
on family, relationships, and personality/physical adjectives to describe someone.

Task Name: Celebrity Guessing Game between partner schools (video call format)

Objectives:
Students will engage in interpersonal conversation by asking highly-practiced
questions with unit vocabulary
Students will engage in interpersonal communication with students from another
culture through video call by playing a game to guess who the other is describing

Task Description & Instructions:


Students will be engaging in a video call with their partners from a partner school in Spain
to practice interpersonal communication relating to our most recent study of vocabulary,
Relationships and descriptions. The video call will occur through Google Hangouts since
our school uses Google for all platforms. Our students have all been partnered up with an
E-pal for the year where they write to each other as we go through each topic (school,
family, sports, basic information). Several times per year they also video call each other
through Google Hangout. This is all done in-school, through school-created accounts, and
monitored by all teachers. Our students all have school-issued Chromebooks to use for
technology daily, and the school in Spain has 15 Chromebooks to use for these exchanges
as well.

In this task, students will be playing a guessing game where each student will hold up
two images of famous people from the student's own culture. The first 10 minutes will be
done in English, where the Spain students will ask questions in English and our students
will respond in English. The Spain students will ask questions to narrow down which of the
two images is the correct person that our student is describing. For example, one of our
students will hold up an image of Barack Obama and Donald Trump. The Spain student will
ask questions in English, and our student partner will respond in English. This will be done
for 10 minutes, then the students will switch into Spanish for 10 minutes -- the Spain
student will be the describer, and our student will ask questions, and all will be done in
Spanish. Students will speaking for 20 minutes total with their partner in Spain.
For the famous people images, this will be chosen by the facilitating teachers (Spain
teacher and myself), to eliminate the possibility of students choosing someone
inappropriate for discussion. Student input will be solicited by teacher when putting
together images.

Students have been guided to go from more general to more specific information in
their conversation/guessing game (see student instructions below).

Pre-Activity (day beforehand)


Students will be given written instructions, however, it is important that the teacher does a
simulation in class the day prior to ensure they understand the activity and how it will work
the following day with their E-Pals, eliminating time lost during the activity due to
confusion.

For homework, students will be instructed to view celebrity cards and look up information
for anyone they are not familiar with.

Activity:
Students will call their E-Pal partner using a pre-assigned username and e-mail. Students
will then begin guessing activity, first in English, then in Spanish.

Student Instructions:
While talking with your E-Pal partner today, you will be playing a guessing game. For the
first 10 minutes, you will speak in English. You have 9 sets of character cards, each set
has 2 celebrities. The star on the back will show which celebrity you will be describing to
the Spain student when they ask you questions. They will be asking questions from more
general to more specific information. After all questions are answered, the Spain student
will guess who you are describing. Repeat with character cards until 10 minutes is up.
After, the process will reverse and will be done in Spanish -- you will be asking questions
from more general to more specific, and your partner in Spain will answer in Spanish.

Describe/ask questions in this order


1. Is it a man or woman?
2. Is s/he old or young? (Living or dead/ Vivo o muerto )
3. (Approximately) How old is s/he?
4. Give a thorough physical description (eyes, height, weight, hair, etc.)
5. Talk about activities the person does (type of work, leisure sports, likes, etc.)
6. Describe his / her family.
7. Give any other specific facts that will give the answer away.
Images to describe for our (United States) students:

Donald Trump Barack Obama

Lady Gaga
Selena Gomez

Ellen DeGeneres
Hillary Clinton
4

Emma Watson

JK Rowling

LeBron James
Tom Brady

Zac Efron

Justin Bieber
7

Oprah Winfrey
Beyonce

Emma Stone Bruno Mars

Spongebob
Shrek

Purpose & Rationale:


For language functions, this activity ties in with our vocabulary for our current unit of
study, which will give students more practice with current vocabulary. We stated in our
CALL task principles the importance of tying in CALL activities with learning targets.

Pairing our students up with native speakers from Spain gives them an important
opportunity to interact with the target culture. While this can be intimidating, organizing
their video call into a game format using vocabulary within their level will make this task
manageable and lowers the affective filter for a novice learner. Overall, interacting with a
native speaker gives them the motivation of using their language for a real-life purpose,
gives them the ability to stretch their language abilities, and also shows them the struggles
that can occur when interacting with a language barrier since both students are at the
novice level. We stated in our CALL task principles that it was also important to expose
students to authentic resources and situations, which this CALL task fulfills.

In addition, this activity provides an opportunity for cultural insights. While our students
are sharing famous people from our society, they will also learn about famous
Spanish-speakers from Spain or another country, which will provide a lense into a different
culture. We stated in our CALL task principles that incorporating culture was also important.

The activity is teacher designed, because, as stated by Furstenberg and Levet (2010),
simply connecting them does not automatically develop intercultural understanding (p.
307), when they refer to the idea of simply pairing two students up in an interpersonal
environment. I have also found when putting two students from different cultures together,
they often do not know what to say, so this activity was designed to help promote more
effective and comfortable interpersonal communication. Although this activity is not as
student-led as the Cultura approach from Furstenberg and Levet (2010), I believe that is
because their activity was done with intermediate learners at the college level, and my
interpersonal activity is appropriate given the age and language level of the students.

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