the ordered and active foreign language classroom

THE ORDERED AND ACTIVE FOREIGN LANGUAGE CLASSROOM

INTRODUCTION

Establishing an interactive classroom successfully begins with establishing good, consistent procedures. Think: Procedures for everything. Procedures for classroom set-up and management, procedures for basic recurring learning activities, procedures, procedures, procedures.

First things first: set up how your classroom is to be run. The first section of this handout is set up with that process in mind. The more procedures you have in the mechanics of the class, the fewer behavior problems you will experience, and the more creative you will be able to be.

After that, focus on establishing some core vocabulary and grammar activities that you come back to in every chapter. These activities should be simple, but interactive, and address as many learning intelligences as possible. Teach these activities as you would the set up of your classroom—with procedures that are predictable and consistent. The second two sections of this handout give descriptions of a few of these types of activities that you can begin incorporating in your classroom instruction now.

Feel free to take and modify any of the ideas presented here to make your classroom and instruction more effective for the success of learners!

Lindsay Unsworth and Cynthia Barrett

CLASSROOM PROCEDURES

WHY PROCEDURES?

A classroom cannot be interactive until the nuts and bolts have been understood, established and practiced.

Eliminating uncertainty in as many areas as possible helps the students know what their expectations are in all situations and greatly reduces boundary testing and acting out.

A combination of classroom procedures and interactive, interesting activities is a key to student success in the foreign language classroom.

IMPLEMENTATION:

TAKE TIME: Establishing all classroom procedures can take a week or more. Think you don’t have that luxury? Some pointers:

o Taking the time to establish routines and procedures early eliminates time wasting later on. Learning activities become easier and more time efficient later. You WILL catch up.

o Teach routines and procedures together with some of the core activities you will use all year to teach vocabulary and grammar. Train them in two things at once.

Don’t take anything for granted! Plan on saying EVERYTHING out loud and make it a procedure.

CONSISTENCY IS KEY: If you say you’re going to do something, do it. Establish rules and procedures that YOU will stick to. Expect students to do the same, and enforce consequences.

THE THREE STEP APPROACH TO TEACHING PROCEDURES:

1. Explain.

State, model, demonstrate.

2. Rehearse.

Repeat the procedure until it becomes routine.

3. Reinforce.

Praise when rehearsal is acceptable. Re-teach and give corrective feedback if necessary.

THREE IMPORTANT CLASSROOM PROCEDURES:

1. Daily Routine

2. Behaviors for being in class (rules, incentives, consequences)

3. Behaviors for entering and exiting the class.

ESTABLISHING CORE ACTIVITIES

REASONING

Establishing core interactive activities will set up an engaging classroom in an orderly way.

Students will learn that they will work together and still be expected to act a certain way and accomplish learning objectives.

Students become conditioned to respond to transitions and change.

Activities address the different learning intelligences of students and incorporate differentiated instruction.

Name the activities. Naming them creates a classroom culture where everyone shares in the expectations and procedures are reinforced.

VOCABULARY ACTIVITIES

The activities included in this section...

are meant for the acquisition and practice of vocabulary words

aim to keep practice in the target language as much as possible (as opposed to too much translation)

encourage circumlocution by teacher and students

address various kinds of learner intelligences

GRAMMAR ACTIVITIES

The activities included in this section...

are meant for grammar instruction and practice

practice grammar concepts in a variety of increasingly communicative ways

are meant to build upon each other, from simple to more complex, from straight conjugation to communicative practice

address various kinds of learner intelligences

Establish courses you can always fall back on while teaching and practicing vocabulary.

Appetizers (Introduction Activities)

TPR.........................................................Teach recognition and comprehension of new vocabulary through actions

TPRS..................................Teach recognition and comprehension of vocabulary through contextualized stories

Salads (Healthy Straight-Practice Activities)

Partner Practice.....................................................Student-generated vocabulary lists that can be used to practice

vocabulary in a variety of ways

Word Wall............................ Student-generated vocabulary visual for the class that can be used in a variety of ways

Quiz Quiz Trade....................A vocabulary card activity that involves the whole class.

Main Courses (Integration and Expansion Activities)

Lotería.............................................................Students recognize vocabulary with or without the use of translation

VOCABULARY CAFÉ

TOTAL PHYSICAL RESPONSE (TPR)

Reasoning: Students learn to recognize vocabulary through pictures and descriptions in the target language without relying as much on translation.

Actions link the word to a vivid memory.

Actions keep the brain from translating—it helps you to start thinking in the language!

Materials:

PowerPoint or transparencies with vocabulary words in pictures.

Rules and Procedures:

Everyone stands up and participates!

The bigger and cheesier the actions, the better! Sound effects welcome!

The class comes to a consensus on an action for a word.

No more than 1 minute spent on thinking up the action.

Keep actions appropriate.

Suggestions:

Don’t have vocabulary words written at first. Let students discover the words through listening, repeating, acting, and linking the visual to the word this way before introducing the orthography.

Translation optional: Ask for translations in the beginning to check comprehension, but after that, rely on students’ actions to verify they understand the word. The less in English, the better.

Intelligences Addressed:

Verbal / Linguistic Intrapersonal Interpersonal Body / Kinesthetic Visual / Spatial Naturalistic

TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)

Reasoning: Students learn to recognize vocabulary through pictures and descriptions in the target language through a story.

Actions link the word to a vivid memory. New vocabulary words linked to a vivid, interactive story. Actions keep the brain from translating—it helps you to start thinking in the language! Questions and repetitions of information also keep students thinking in the target

language.

Materials:

PowerPoint or transparencies with vocabulary words in pictures. A story that links the words together in an interesting way—all in the target language.

(Many textbook companies have these stories ready-made in the ancillary materials. They sometimes require a little modification to make them interesting...)


Everyone participates! The bigger and cheesier the actions, the better! Everyone answers the questions out loud.

Suggestions:

Present the key vocabulary through pictures. Make up actions with the pictures as a reference. Practice actions for the words a few times before launching into the story.

Spiral the questions from simple to more complex (starting with Yes/NO questions to one word responses to more open-ended) as you tell the story. Interject the story with these questions as you go. Don’t wait until the end—they are your comprehension check.

Variations:

Use the written story to have the students:

fill in the vocabulary identify a specific verb tense re-write it change it tell it in their own words create a little play / drama


Verbal / Linguistic Intrapersonal Interpersonal Body / Kinesthetic Visual / Spatial Naturalistic

PARTNER PRACTICE

Reasoning: The Partner Practice is a reference vocabulary list that students keep with them to study.

Quick addition to daily routine Sponge activity for students with extra time

Materials:

A list on colored paper with the vocabulary words either written in Spanish or English, with spaces for the students to write in the words in the other language.


Write the translations of the words. With a partner, practice the vocabulary: one person covers the Spanish side, the other

covers the words in English. Quiz back and forth.

Variations:

IN PAIRS:

Practice Spanish to English Practice English to Spanish Practice TPR to Spanish Practice spelling

ALONE:

Cover one side and practice remembering the words on the other


Verbal / Linguistic Logical / Mathematical Intrapersonal Interpersonal Naturalistic

Práctica en pares: U2E3- Mis actividades1. andar en bicicleta ______________________________2. caminar con el perro ______________________________3. cenar ______________________________4. comer chicharrones ______________________________5. cuidar (a) el animal ______________________________6. mi hermano/a ______________________________7. el pájaro ______________________________8. el pez ______________________________9. hacer ejercicio ______________________________10. ir al supermercado ______________________________11. leer ______________________________

a. la novela ______________________________b. el periódico ______________________________c. el poema ______________________________d. la revista ______________________________

12. mandar una carta ______________________________13. tocar la guitarra, el piano ______________________________14. ver la television ______________________________15. pintar ______________________________16. abrir ______________________________17. aprender ______________________________18. beber ______________________________19. compartir ______________________________20. comprender ______________________________21. hacer ______________________________22. oír ______________________________23. recibir ______________________________24. tener hambre ______________________________25. tener sed ______________________________26. vender ______________________________27. ver ______________________________28. vivir ______________________________

WORD WALL

Reasoning: The Word Wall is a student-generated visual for the vocabulary words they are learning.

Associates words with pictures Students responsible for creating a study resource for themselves Become invested in the teaching process

Materials:

Large index cards (easiest is to have the word in the target language already written on one side)

Pencils, colored pencils, markers


Draw a picture of the word on the reverse side of the card.o The simpler and easier to understand, the bettero Make pictures large and use coloro No English translationso Words in Spanish okay, as long as they’re not the vocabulary words themselves

Options for generating:o Have one class per chapter or new vocabulary list be in charge of creating the

Word Wallo Have all classes make cards for the Word Wall, and the students whose cards

make it on the wall (make a criteria like “easy to understand” or “most colorful and interesting”) receive extra credit

Post cards on a wall in the classroom with sticky tack or on a word wall chart purchased at a teacher store.

Activities to Use with Words on Word Wall:

“Oops!” (for pronunciation practice): Take words from word wall and add cards that say the equivalent of “oops!” in the target language—about 1 “oops!” card for every 10-15 words. Shuffle the cards, and have students come up and draw a card. If they can pronounce the word correctly, they keep the card. If not, they give it up. Picking an “oops!” card makes the students give up ALL the cards in their hand. The student with the most cards at the end is the pronunciation king. (Variation: play in groups with vocabulary cards for each group.)

Flyswatter: Put the words on the class board either picture side out or word side out. For picture side, teacher calls the words in Spanish, and students attempt to touch the corresponding picture first. For word side, teacher can call the words in English, or, even better, circumlocute the word the word in the target language and the first student to identify it correctly wins the point for their team.

Charades: Split the class into 2 teams. Shuffle the cards, and have students draw randomly. They act out the words for their team without speaking, and their team needs to say the word in the target language.

Mind Reader: Students choose a word from the Word Wall and have to use circumlocution to describe their word to their group so their group can guess it.

Vocabulary Toss: Before the Game Purchase and set up in the classroom a mini basketball hoops that comes with a small sponge "basketball." Use masking tape to create on the floor a foul line that shots will be taken from.Prepare in advance a vocabulary activity employing words that are included on the students' word wall. Prepare at least one question for each student in the class. The following sample question formats will work nicely for that purpose:

Provide a definition and ask students to identify the word-wall word that matches the definition.

Provide the phonetic pronunciation (for example, pro-NUN-see-ay-shun) and ask students to say or point to the word.

Provide a sentence that has one word missing; that word can be found on the word wall.

Provide a synonym (a word that means the same thing) or an antonym (a word that means the opposite), and have students identify the word.

Provide a rhyming word and ask students to identify the word-wall word.

Provide two dictionary "guide words" and ask students to identify a word wall word that might be found on the same page as those words. (For example, the word wonderful would be found on a dictionary page with the guide words "wall - word."

The Game Arrange the class into 2 to 4 teams. Ask one of the questions you prepared (see Before the Game above) of the first student on the first team.

If a student identifies the correct word-wall word, that student earns a point and a chance to double his or her score (earn two points for the team) by trying to shoot a basket. A successful shot earns that second point; there is no penalty for a missed shot.

If the student does not identify the correct word-wall word, pass the question to the first player on the next team.

At the end of the game, the team with the most points is declared the winning team.



Resource: Education World http://www.educationworld.com/a_lesson/04/lp328-05. shtml

http://www.educationworld.com/a_lesson/04/lp328-05.shtml

http://www.educationworld.com/a_lesson/04/lp328-05.shtml

QUIZ QUIZ TRADE

Reasoning: An interactive, whole-class way to practice vocabulary.

Materials:

Vocabulary cards from the Word Wall

Procedures:

Each person gets a card. Find a partner by raising your hand in the air. Give a high-five to someone else with their

hand up. Show your partner the picture side of the vocabulary card. Your partner tells you the

word. Look at the back of your card and correct your partner. Your partner will show you the picture side of their card and quiz you. Trade cards, raise your hand, find someone else to work with!

Rules:

EVERYONE PARTICIPATES! Your classmates need to see as many words as possible.

PARTICIPATE THE FULL 5 MINUTES! The more words you see, the better!

YOU MAY NOT TALK TO THE SAME PERSON WITHIN 5 TURNS! This is not about talking with friends. This is a study strategy.

TAKE CARE OF THE CARDS! They are property of all the Spanish classes, and they all need them!

Variations:

Practice Spanish to English Practice English to Spanish Practice TPR to Spanish Practice spelling



LOTERÍA

Reasoning: A student-created document that links the meanings of the vocabulary with pictures.

Associates words with pictures Student-created: they make their own associations and visuals Simple starting point for circumlocution

Materials:

A blank Lotería board in an even grid (3x3, 4x4, 5x5, etc.) Pencils, markers


Choose a certain number of the vocabulary words that will be hardest for you to remember.

Draw pictures of those words randomly in the boxes. Make the pictures as clear a possible so you will recognize them immediately.

Playing: Teacher calls the vocabulary in Spanish and has students mark their pictures. To win,

students need to call back the vocabulary in Spanish. Teacher can circumlocute the words in Spanish and have students guess which word

it is and mark them. Great opportunity for extra participation points.Bean Rule

One bean gets thrown, we put the game away, and do boring seatwork. (Follow through with the first class who does this—it will only take one class for all the rest to know you are serious.)

Prizes: Stickers Participation Stamps Homework / Warm-up Passes

Variations:

Can be played in partners with the Partner Practice for reference—review or sponge activity


Verbal / Linguistic Intrapersonal Interpersonal Logical / Mathematical Body / Kinesthetic Visual / Spatial Naturalistic

Bingo!Instructions: Choose the 25 words that will be hardest for you to remember. Draw them in random order in the boxes below.

Establish courses you can always fall back on while teaching and practicing grammar concepts.

Appetizers (Introduction Activities)

Cornell Notes................................................................A way of teaching college-note taking and grammar concepts

Cloze Notes..............................................................Teacher-generated notes with spaces for important information

Jigsaw Teaching..................................Students discover and learn grammar concepts and teach them to others

Circle the Sage.......................Students become the master teachers of grammar concepts and help classmates

Tell a Friend...............................................................................A quick, in-class way of reviewing grammar rules daily

Salads (Healthy Straight-Practice Activities)

5 a Day Quizzes..........................................................................Small daily quizzes focused specifically on conjugation

Hand Jive.................................................A silly way for students to practice conjugation patterns with classmates

Battleship............................................A partner game that practices conjugations through writing and speaking

Dice Game........................................................A paired or group activity that creates sentences from conjugations

Main Courses (Integration and Expansion Activities)

Find Your Match........................................................A stand-up matching and translation game with conjugations

Find Someone Who........................................Students ask and answer questions using grammar and vocabulary

Earthquake!............................Students make up sentences about themselves and others and respond to others

Inside-Outside Circle...................................Practice grammar structures and OPE questions in this Q&A activity

Pass the Picture..........................Groups use grammar structures and teacher prompts to write about a visual

GRAMMAR CAFÉ

INTRODUCING THE CONCEPTS

CORNELL NOTES

Reasoning: Teaching effective note-taking strategies and study of those notes is a good way to prepare our students for college. Cornell Notes teach students how to organize information presented to them, together with study strategies that will help them remember that information after class is over. When introducing Cornell Notes, also introduce their benefits.

Materials:

Notebook paper PowerPoint or Lecture

Procedures:

Set up paper either by drawing or folding it so that there is about 1” of space on the left side and bottom.

Students title the notes. Through lecture or PowerPoint, explain the new grammar concept. Students take notes on the large center section. For homework, students write questions and topics in the left space, and personal

reflection of the material at the bottom. They go through the notes with a highlighter or colored pen to identify main ideas and expand on incomplete concepts.


Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Intrapersonal intelligence

Resources:

www.avidonline.org

http://www.avidonline.org/

X

X

X

CLOZE NOTES

Reasoning: Cloze notes help students focus on concepts you feel are important, while keeping them engaged in the note-taking process.

Materials:

Teacher-generated notes copies with spaces for missing information students will fill in during the presentation of the concept(s).

Prepared Power Point or lecture.

Procedures:

Present the new grammar concept through lecture or PowerPoint. Students listen and fill in the missing information on the teacher-generated notes sheet.

Intelligences:

Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Intrapersonal intelligence ("self smart")

Resources:

www.StudySpanish.com Copy and modify notes on grammar topics. http://tpduggan.tripod.com/powerp.html Pre-made Power Point presentations on

Spanish grammar concepts. http://pwidergren.net/PPT/gram/spgram.htm Pre-made Power Point presentations on

Spanish grammar concepts. http://worldlanguages.pppst.com/spanish.html Resources for more pre-made Power

Point presentations.

http://worldlanguages.pppst.com/spanish.html

http://pwidergren.net/PPT/gram/spgram.htm

http://tpduggan.tripod.com/powerp.html

http://www.StudySpanish.com/

Infinitive= a ____________________________________________ verb (action word) that ends in -__________,

-__________ or -__________.

Everything before the ending is called the _______________.

bailar

stem-> _______________

ending-> _______________

Ejemplos:

ayudar (a) _________________________ aprender _________________________

buscar _________________________ beber _________________________

contestar _________________________ comprender _________________________

entrar (a, en) _________________________ comer _________________________

esperar _________________________

llegar _________________________ abrir _________________________

llevar _________________________ compartir _________________________

necesitar _________________________ escribir _________________________

pasar _________________________ asistir _________________________

usar _________________________

In English, verb infinitives have a __________ in front of them.

Present Tense Indicative (Indicates ___________________________________________)

When you ________________________________________________________________ (-ar, -er, -ir), and you

_______________________________________________________________, you conjugate the verb.

Subject Pronouns

I = ____________________ we ____________________

you (familiar) ____________________ ya’ll (Spain) ____________________

he ____________________ they (masculine) ____________________

she ____________________ they (feminine) ____________________

you (formal) ____________________ ya’ll (L.A.) ____________________

-ar -er -ir

yo nosotros yo nosotros yo nosotros

tú vosotros tú vosotros tú vosotros

él/ella/ud

ellos/ellas/uds

él/ella/udellos/ellas/uds

él/ella/udellos/ellas/uds

There are __________ for the present tense indicative.

1. _________________________________________

2. _________________________________________

3. _________________________________________

¡A practicar!

conjugation translation conjugation translation

hablar: ____________________

yo ____________________ ____________________ nosotros ____________________ ____________________

tú ____________________ ____________________ vosotros_ ___________________ ____________________

él ____________________ ____________________ ellos ____________________ ____________________

ella ____________________ ____________________ ellas ____________________ ____________________

ud ____________________ ____________________ uds ____________________ ____________________

comer: ____________________

yo ____________________ ____________________ nosotros ____________________ ____________________

tú ____________________ ____________________ vosotros ____________________ ____________________

él ____________________ ____________________ ellos ____________________ ____________________

ella ____________________ ____________________ ellas ____________________ ____________________

ud ____________________ ____________________ uds ____________________ ____________________

escribir: ____________________

yo ____________________ ____________________ nosotros ____________________ ____________________

tú ____________________ ____________________ vosotros ____________________ ____________________

él ____________________ ____________________ ellos ____________________ ____________________

ella ____________________ ____________________ ellas ____________________ ____________________

ud ____________________ ____________________ uds ____________________ ____________________

Cloze Notes: ser y esterSer and ester both mean ____________.In English we conjugate to be in this way:

I __________ we __________you __________ ya’ll __________he __________ they __________she __________

In English, there is only one way to say to be. But it can be used in different ways.The apple is green.

can mean1. _______________________________________or2. _______________________________________In the first case we are talking about a ____________. In the second, ____________.In Spanish, a different verb is used to express “to be” depending on whether the speaker intends to address a condition or an essential quality.La manzana está verde. _______________________________________La manzana es verde. _______________________________________Ways to remember ser and ester : Ser Examples:D __________ __________________________________________________O __________ __________________________________________________C __________ __________________________________________________T __________ __________________________________________________O __________ __________________________________________________R __________ __________________________________________________Remember: ______________________________Conjugations

yo __________ nosotros(as) __________tú __________ vosotros(as) __________

él/ella/ud __________ ellos/ellas/uds__________EstarE __________ __________________________________________________L __________ __________________________________________________F __________ __________________________________________________A rhyme: ______________________________, ______________________________

______________________________Remember: ______________________________Conjugations

yo __________ nosotros(as) __________tú __________ vosotros(as) __________

él/ella/ud __________ ellos/ellas/uds__________

¡A practicar!: Why ser or ester?1. Ella es la profe. ____________________2. ¿Dónde está mi libro? ____________________3. Daphne es la prima de Ariel. ____________________4. Los panqueques son dulces. ____________________5. Los panqueques están dulces. ____________________

¡A practicar!: Escribe las oraciones.1. Jason and Wesley are funny. _______________________________________2. Where is the bathroom? _______________________________________3. Ye Jin is from Korea. _______________________________________4. Aisha is a basketball player. _______________________________________5. The hotwings are really hot! _______________________________________

JIGSAW TEACHING

Reasoning: Students discover new grammar concepts on their own, and have to teach a classmate who has not read the same material the concept. This process engages the student at the beginning as they are responsible for understanding the grammar concept and helps them to retain the new information through teaching it.

Materials:

Copies of explanations pertaining to a particular grammar concept, divided into smaller concepts

Notebook paper for Cornell notes, OR Cloze Note copies

Procedures:

Divide students into groups of 3 or 4. Introduce the topic through a brainstorm: “This grammar concept is called __________

(imperfect verb conjugations, possessive structures, adjectives, etc.). What do you think this will teach you to how say? How could you use this structure in day-to-day communication? Give some possible examples in English.”

Distribute divided explanations to groups (groups will get explanations of different points of the concept). Students take notes on their concepts.

Re-group students by numbering them while in their groups. For example, if you have groups of 4, number the students from each group from 1 to 4. Have all the 1s meet together in a specified location, all the 2s in another location, etc.

In their new groups, the students teach their concept, while the rest of the group takes notes. At the end, all students should have notes on all concepts.

The teacher can choose to review the notes to clarify what students need to know and clarify any unclear concept.

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Bodily-Kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence

Resources:

www.StudySpanish.com


CIRCLE THE SAGE

Reasoning: Students discover new grammar concepts on their own, and have to teach a group of classmates who have not read the same material the concept. This process engages the student at the beginning as they are responsible for understanding the grammar concept and helps them to retain the new information through teaching it.

Materials:

Copies of explanations pertaining to a particular grammar concept, divided into smaller concepts

Copies of Sage Requirements Notebook paper for Cornell notes, OR Cloze Note copies

Procedures:

Assign a few students (sages) a grammar topic to study and be prepared to teach. Divide the rest of the students into groups. The “sages” are assigned a group to teach the

concept to. The rest of the group takes notes. As a class, review the notes to clarify what students need to know and clarify any unclear

concept. Throughout the year you can assign all students at least one opportunity to be a “sage”,

giving them requirements and a grade for the assignment.

Variations: Use this as a review activity, right before a test: Choose students who have a clear grasp one of the many concepts you have introduced in the chapter (or semester). On a review day before the exam, set up your class into groups. Each “sage” will be in charge of tutoring classmates in that concept. On review day, the students who are not sages can get help from the sages who teach the concept they need help with.

Intelligences:


Resources:

www.StudySpanish.com


TELL A FRIEND

Reasoning: We remember 95% of what we teach others. When students explain a concept to others, they’ll remember it better.

Materials:

“Tell a Friend” prompt (either PowerPoint slide or transparency)

Procedures:

Give students 2-3 minutes to talk through a grammar concept with a classmate. Review the grammar concept as a class. Can be done daily as part of the class routine, especially as you are learning and

practicing that grammar concept. Can be tested on the chapter exam.

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Bodily-Kinesthetic intelligence Interpersonal intelligence

Resources: Teacher-created.

BASIC PRACTICE

5 A DAY QUIZZES

Reasoning: A quick daily quiz that practices nothing but conjugation. Students really have to know how to conjugate to pass these quizzes.

Materials:

5 a Day prompts with answers (PowerPoint slide or transparency) A specific list of verbs that students are given to study to take the quiz.

Procedures:

Students take out a blank piece of paper (or a scratch paper with none of the target language on it). They write their name and make 5 T-charts.

Display the 5 a Day prompt. For each verb, students:1. Write the infinitive verb and its translation on the top of the T-chart.2. Conjugate the verb in ALL forms.3. Write the English translation of the subject and verb at the bottom.

Example: Students see: hablar (tú)Students write: hablar: to speak

hablo hablamoshablas* habláishabla hablan

*you (inf) speak

Time students for 5 minutes. They may not work together on this. At the end of 5 minutes, students put writing utensils away, and get a marker. They trade

papers, and write their name at the bottom of their classmate’s paper. They correct their classmate’s work.

To receive their quiz grade, students must get 3 perfect quizzes within the time frame the quizzes are occurring in class, or come to tutoring.

Variation: Have students complete a certain amount of verb conjugations perfectly a specified number of times within 5 minutes on www.conjuguemos.com.

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Intrapersonal intelligence

http://www.conjuguemos.com/

HAND JIVE

Reasoning: A fun way to remember the patterns of conjugation.

Students practice verb endings with a partner

Memorable patterns

Materials: PowerPoint slide or transparency of conjugation patterns being learned.

Procedures: For each type of verb, teach the conjugation pattern.

Model the pattern and the hand movements. Have students perform the pattern with you in the air in front of them. Have students practice with a classmate. You can make this a quick part of your daily routine, especially if you are doing 5 a Day

Quizzes.

Students see

Students write

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Bodily-Kinesthetic intelligence Musical intelligence Interpersonal intelligence

BATTLESHIP

Reasoning: A way to practice conjugations through a game. The writing of the verbs provides repetition (helping students memorize the patterns). Playing helps them put the patterns into communicative context.

Materials:

Battleship boards Answer keys

Procedures:

Introduce the Battleship concept by giving the reasons behind the game. Students write the conjugations on both parts of the board. Have students correct their boards (give them points for correct conjugations). Students outline “boats” on the top part of the game board. Students play in pairs completely in Spanish, except for the English translations of the

conjugations. (You can give them an oral grade for staying in Spanish).

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Interpersonal intelligence Intrapersonal intelligence

Resources:

Original Battleship template Website by Señora Brownell http://www.chsspanish.com/enespanol.html#level1

http://www.chsspanish.com/enespanol.html#level1

¡¡Batalla de barcos!!verbo

definición:

estar (u) poder (u) decir (j) traer (j) querer (i) venir (i) leer (y) dormir (u)

pedir (i)

yo

tú

Ugly Betty

Carlos Santana y

yo

vosotros

Los Lonely Boys

verbo

definición:

estar (u) poder (u) decir (j) traer (j) querer (i) venir (i) leer (y) dormir (u)

pedir (i)

yo

tú

Ugly Betty

Carlos Santana y

yo

vosotros

Los Lonely Boys

Reglas: Para buscar los barcos, di un sujeto y el verbo conjugado, y la traducción en inglés. ¡La persona que hunde todos los barcos del compañero primero gana!

5 barcos Vocabulario1 = 2 espacios ¡Estalló > Hit!2 = 3 espacios ¡Se pasó! > Miss!1 = 4 espacios ¡Se hundido! >

Sunk!

1 = 5 espacios La bomba falló! > Misfire!

Tramposo(a)! > Cheater!

Batalla de barcosSubmarino = 1 espacio Destructor = 2 espacios Acorazado = 3 espacios Portaviones = 4 espacios

MI MARnecesitar buscar aprender comprende

rabrir compartir

yo

tú

él/ella/ud.

nosotros (as)

vosotros (as)

ellos/ellas/uds.

Falló. Estalló. El _____ está hundido.

SU MARnecesitar buscar aprender comprende

rabrir compartir

yo

tú

él/ella/ud.

nosotros (as)

vosotros (as)

ellos/ellas/uds.

DICE GAME

Reasoning: A way to practice conjugations through a game. The writing of the verbs provides repetition (helping students memorize the patterns). Playing helps them put the patterns into communicative context.

Materials:

Dice game prompt: slide / transparency Set of two different color dice for groups or partners Paper and pencil

Procedures:

Display the prompt. Explain that 1 die represents the subjects column, and the other represents the verbs column.

Students roll dice to find the subject and verb. They conjugate the verb in the target language, and translate it into English. Their partner listens and corrects.

If they are correct, they win the number of points on the dice. If there are errors, no points.

If they aren’t sure and they want to use notes to help them conjugate or translate, they can win only half the points.

Choose whether you want students just to say them (you walk around and listen) or write them (they turn them in for points).

Variations:

One tense: one verb, column 1: different tenses, column 2: different subjects Different Tenses: Comparative tenses. Preterite vs Imperfect Column 1: Imperfect,

Column 2: Preterite “Ana estudiaba cuando Pedro llegó.” Play in groups, instead of partnerships. Have students write the conjugations and translations, and have partners or other groups

correct them. The winner is the partner or group with the most correct.

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Interpersonal intelligence Intrapersonal intelligence

Resources:

Bureau of Education & Research (BER) Resource Handbook

EXPANSION ACTIVITIES

FIND YOUR MATCH

Reasoning: Helps students recognize correct conjugation in context.

Materials:

Note cards with different subjects and conjugated verbs Music

Procedures:

Divide the cards up among the students. While the music plays, students trade cards with everyone they see. When the music stops they look at the card in their hand. If they have a subject, they have

to find their matching verb, or vice versa. They stand next to each other in a circle and work out the English translation for their sentence.

After all students have found their match and are standing in the circle next to their partner, one partnership at a time will present their sentence in Spanish and their English translations.

After all partnerships have presented, start the music and play again.

Intelligences:

Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart")

Resources:


FIND SOMEONE WHO

Reasoning: Students use subjects and verbs to interview each other and find out information. Also uses the vocabulary of the section being taught.

Materials:

Mi mejor amigo y yo

jugábamos videojuegos todos

los días.

Find Someone Who Sheets Answer sheets/slide/transparency

Procedures:

Students write the questions in the “you” form for the interview. They write their own answers to the questions so they have them ready when they’re

asked Hand out or display answers; have students correct verb forms Students stand up and mingle. They ask and answer questions in the target language.

Classmates sign the paper if they have the same answer as the student (or different—you can have them compare answers and write about them later).

Intelligences:


Resources:


EARTHQUAKE!

Reasoning: A less-structured way of practicing vocabulary and grammar. Students come up with their own statements and have to listen and respond to the statements made by classmates.

Materials:

Small stickers to place on the floor

Procedures:

Students are given a topic they have to talk about involving the grammar and/or vocabulary they have been practicing in the chapter. Example: When I was a child, I used to...

Begin activity with a class brainstorm. Ask students how to say the statement above, and come up with as many activities as they can think of in the correct verb tense.

Have students stand in a circle. Give each student a sticker (minus one, if you’re not playing) to put on the floor at their feet. (I usually play with the students—it’s great class building.)

The person who doesn’t have a sticker stands in the middle of the circle and says one thing they used to do when they were young. All students who used to do the same thing must trade spots with someone else in the circle. The person who doesn’t get to a sticker is the new person in the middle of the circle.

Every 3-5 turns, someone can yell “Earthquake!”, and everyone has to change places.

Rules

Everyone must participate. No one just stays on their sticker. You must move at least 2 stickers away from the place you’re currently standing. The person in the middle can’t repeat what the last person in the middle said.

Variations:

The teacher can throw out different subjects to the students in the middle of the circle.

Intelligences:


INSIDE-OUTSIDE CIRCLEReasoning: An interesting way to practice questions and answers based on an OPE or grammar structures.

Materials:

Note cards with questions / prompts.

Procedures:

Students form two circles with equal number of students, if possible. Students in the first circle stand close together, facing out. Students in the second circle surround the first, facing in.

Students in one of the circles have the prompt cards. They ask their partner in the other circle the question and listen and correct the response. Give a time limit of 1 minute where the student responding must fill up the entire time with as much detail as possible.

Reverse roles. The students hand the prompt card to their partner, and their partner now asks them the question, listening and correcting. Give the students 1 minute to respond.

Have students rotate. Tell one of the circles to rotate a certain number of people. Have them count out loud in the target language to prevent skipping partners.

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Bodily-Kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence Naturalist intelligence

Resources:

Dr. Spencer Kagan’s “Cooperative Learning” Cooperative Learning training through NISD

PASS THE PICTURE

Reasoning: Students work together using vocabulary and the target grammar to write a paragraph about a visual prompt.

Materials:

Visual prompt Paper clipped to the back of the prompt

Procedures:

Teacher asks a question. Students look at the visual, a student writes the answer on the paper.

Students pass the visual and paper to the right. Teacher asks another question, the next student writes the answer.

Students continue passing the paper and visual as the teacher asks 6-8 questions. At the end, students read the paragraphs to their groups, make corrections, and share

them with the rest of the class.

Intelligences:

Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Bodily-Kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence Naturalist intelligence

Resources:

www.myavid.org

http://www.myavid.org/

the ordered and active foreign language classroom

Documents