An idea from an old dog learning new tricks!

I will totally do this with my Salade story

Somewhere to Share

My Spanish teacher… yes… MY Spanish teacher…  (We used stone tablets and chisels!!) and I had lunch this week.  Although he was quite a grammarian, somehow he managed to get us really excited about speaking our new language.  He told me that as an ESL teacher at a university in Korea, he has discovered that his novices benefit the most from hearing and speaking the language in context and his teacher candidates from the explicit grammar rules.  It makes a lot of sense!  I feel the same!!  He also shared some activities he, as an old dog, has learned!  He wants to get his students communicating in the target language.  One was so good that I had to share!  “Storytelling Dominoes”

Chuck makes approximately 20 pictures that represent main events or characters of the story (now remember, this can be a TPRS story OR a retell/summary of an authentic text)…

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Choose a partner …

En Français, SVP!

“Get with a partner and …” I’m pretty sure that most students don’t listen to instructions after these words are said because 1) they’re so excited to work with a friend of theirs, or 2) they’re terrified because they’re shy and don’t want to work with someone else.

This year, I decided that I was going to end some of the madness and chaos that is choosing a partner. I know that the shy kids won’t get over being shy because of it, but I’m thinking that it’s going to be a good step in the right direction.

You may have seen these floating around before, where students pick a partner to be their “Rouge” partner or their “Paris” partner. I went with cities so that I could work in culture! So, each students chose a different partner for each city on my list, and now I can say “trouve…

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The scene of the crime: past narrative

Somewhere to Share

Review… Can it be effective in WL classrooms??? We need to get a feeling for what our students have acquired and yet honor the fact that memorizing and really using grammatical concepts are different! It’s hard to find a balance… Hard until I saw Martina Bex’s post about a crime scene investigation… The perfect scenario for a past narrative! Here is my experience in day 3 Spanish 3 and 4 today:

Students entered the room and found that someone had robbed us!

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Chalk outlines marked the scenes of the crimes… Two large beanbags and a blue rug. Evidence was everywhere!

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First, I explained that there had been a crime. I set the scene by telling students that the police thought that the robbery occurred around 11pm and that there were a lot of clues to the identity of the robber.

All students took a silent evidence gathering tour of the…

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Running Dictation in the Foreign Language Classroom

possible game

World Language Classroom

This is a fun an interactive way for students to practice writing vocabulary, verb forms or sentence.  The complexity of the activity can be easily increased or decreased based on the  language level of the students.

Screen Shot 2014-05-03 at 8.18.51 AMOn one side of the room, set up clip boards with pictures of vocabulary, subject/infinitive pairs or full sentences.  Number the items on the paper. Cover the paper with a colored piece of paper.  I use a different color on each board so that groups know which board is theirs.

On the other side of the room, line up chairs with another clipboard that has the numbers of the items on the other sheet with a blank line for writing.

Students work in pairs (or groups of three). One student begins sitting in  the chair with the clipboard and a pencil.  When you begin the activity, the second students runs to the clipboard on…

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Foreign Language Verb Form or Vocabulary Card Game-New Twist on Memory

good game for subs.

World Language Classroom

This is a fun and interactive  activity that students play in a group of 2, 3 or 4. It is an inventive twist on classic memory.  I call it “The Games Goes On.”  You’ll see why.  I typically do this with 20 pairs (40 cards total).
Screen Shot 2014-05-03 at 7.03.45 PM-Separate cards into two piles, picture cards and word cards (or subject/infinitive and verb form cards). On one side of the board, place the picture cards (or subject/infinitive and verb form cards) face down, one in each box, so that the numbers are covered.  The remaining cards go face-down in a pile on the “cards” box.

-On the other side of the board, place the word cards (or verb form cards) face down, one in each box, so that the numbers are covered.  The remaining cards go face-down on the in a pile on the “cards” box.

-Each player picks up two cards, one…

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