Archive | verbs RSS feed for this section

Plickers: Technology without student phones

3 Apr

I learned about Plickers at the MACUL conference.  In a nutshell, students hold up their answer to a multiple choice question projected on the screen.  It is great for formative assessment.  It is similar to using those clickers.  Read on to find out how easy and useful it is.

First you print out a class set of “Answer cards”.  Each card has a unique number on it.  Assign a number to each student.  You can use the same number for multiple classes.  The program knows by time of day which student it is.

Project multiple choice questions that you create on the Flickers website.  Students turn their card with the correct answer on the top.

You use a phone or tablet to scan the papers, it takes very little time.

The students will see how many of them voted for each answer.  You will reveal the correct answer.

Later you can check out each individual student’s responses.

Give it a try, it is a very simple and effective way to check student progress.

Advertisements

Partner crossword puzzles

24 Feb

This activity gives students practice reading and speaking.  Be sure to tell students to give reading the clues in the TL a fair try, not to resort to English too easily (or at all preferably).

Prepare two different crossword puzzles.  The clues to each puzzle are switched on the puzzle pages.  Label one Crossword A and one Crossword B so you know the difference.
In pairs, students take turns reading the clues on their puzzle page to their partner.

Variations:
1.  Prepare one puzzle but give one student the horizontal and one the vertical clues.
2.  Have students create puzzles.  They put the puzzle on one page and the clues on the other.  Students read the clues they made for their partner to complete the puzzle.  

Listen and draw

22 Feb

Have students fold paper in fourths then number the squares 1-4 (or 1-8 if you use the back too).  Say (in the TL) “Number One. I like apples. “ or something like that using a vocabulary word in a simple context.  The students draw a representation of the word you used.  Repeat until all squares are filled, then check the answers by having the students tell you what the word for each number was (in the TL, of course).

This can also be used as a pop quiz….

Jeopardylabs.com

8 Feb

The best place to make Jeopardy games online is jeopardylabs.com.

It is fast & simple to create and the game is saved on the site for later use.  It also keeps score for you.

The only trick is to remember where to put the question and where to put the answer.  Test it after making a few squares to make sure that you have not done it backwards.

Students have to learn quickly how to say “What is….” if you make them answer in the form of a question.

There are also several Jeopardy templates online if you would like to save games to your computer.  There are templates for 10 different games at this site: http://bestteacherblog.com/powerpoint-game-templates/

Reverse charades

7 Feb

This is a good review game for any unit of vocabulary that can be acted out.  The premise is that the roles are reversed.  The guesser is one person and the teammates are the actors.  It keeps everyone active in the game.

Divide the students into two teams.
Arrange them in the room so the teams are sitting facing each other.
One person from each team stands between the teams.
The two contestants must stand back to back while each is facing the opposite team.
The teach writes a vocabulary word on a small whiteboard (or scrap paper, or use flashcards) and shows it to everyone except the contestants.  The reason the contestants are facing the opposite team is so the teammates cannot try to give hints or begin acting early.
When everyone has seen the word, the teacher counts to three.
The contestants turn and face their own team.  Their team is acting out the word. They must do it silently.
The first contestant to say the word correctly in the TL gets a point for their team.
Contestants square off three times before being replaced with someone new from their team.

 

Stinky Feet Game

3 Feb

My students love this game.  I am sure that I learned about it from an elementary teacher’s blog.

Set up:  Draw a picture of a big foot on the board.  Put point values on the back of several sticky notes (75% positive, 25% negative) and put them on and around the foot.

Students get into groups of four.
Each group member gets a number (1-4), they can decide on their own who is what number.
The teacher asks a question.
Groups confer on answer and make sure each member knows the answer (or a possible answer).
After 30 seconds or so the teacher says what student number must come up to answer.
They write the answer on a small white board or whisper to teacher.
All students must know the answer because they do not know who will be called.  If correct, they pull a sticky note to receive their group’s points.

I did make the mistake of making the points half positive and half negative but it is much better if only 25% of the points are negative.

For a variation you can give a subject and an infinitive that they have to conjugate.

Snowball review

2 Feb

I saw someone on another blog post this not long ago as Papeles Locos.  I am not sure which blog it was, I see so many of them.  I played it in class last week.  It went really well.  I wrote a sentence starter on the top of each paper and had them complete the sentence (but while rewriting the sentence starter.  I left the verb un-conjugated, another task they had to complete.
Write a different vocabulary word on the top of several pieces of paper, and each team (of two to three students) receives a different color marker.
Write about ten vocabulary words for four groups.  You could really go crazy, and write a lot for an exam review.
Then, crumple all of the papers up and put them in the middle of the room.
Each team picks a paper and has to write a sentence using that verb or noun and include their team number.  They crumple up that piece of paper and pick a new one.
Give extra points to teams who correct another team’s sentence and to the team that writes the longest sentence on each piece of paper.
They cannot write similar sentences, or they will not receive any points.
They can also write an additional sentence if they pick up the same piece of paper.  It is a quick review that is very effective.

I made a time limit of 10 minutes to increase the urgency and teamwork.

Penny

Conjugation races

25 Jan

I am only teaching Spanish 1 this year so we do not do conjugation charts, we learn the verb naturally.  Sure they know the 1st and 2nd singular forms better than the rest but they learn it through natural speech.  This is my first year trying this, I am not sure how it is going yet.  I am guessing I will find out next year when I teach Spanish 2 and introduce them to the charts.
At my school we have two Spanish teachers.  Sra. Anthony has Spanish 2 this year.  Next year we will rotate so we keep the same students for the most part.

Here is a version of conjugation races that I will use next year.
I am storing it here now for future use. 🙂

Conjugation Race:

Separate class into four teams of three to four students each.
I write four grids on the board, and give the two racing teams a marker.
They each take turns racing to the board to conjugate the verb that I wrote in their own chart.
On their turn, they can either write the correct verb form next to a subject (I, You, etc) or change a previous conjugation to make it correct.
No one can talk to the person at the board while they are at the board.
The winner completes the conjugation grid with all of the verbs correctly.

 

I would love to hear about some games you play in class!

Penny

Teaching verbs in WL classrooms

13 Jan

This is really just a quest to find out how World Language teachers are teaching verbs and phrases without using verb charts.

I have brought it up lately to my colleagues.  We are curious about how it is working.  I have been giving it a try.  The students are definitely more conversational and have learned a lot of vocabulary with rehearsed phrases and question/answer conversations.  This is what ACTFL says is the novice learner…

What I have learned so far from those of you who are not teaching verbs using the conventional verb charts (at first), is that you use a lot of speaking activities and authentic reading to help with this.  I have also heard that you do teach the verb chart, possibly sometime in the second year after students have been using verbs a while without it.

What I would like to know is the following:

  • What are some of your favorite speaking activities?
  • Do you have some great authentic reading resources for first year?
  • We appreciate any tips that you might have.

I thought it might be easier to ask this way so I could get comments of more than 140 characters.  I appreciate any input.  I want to make sure I am doing what is best for the students.

Gracias, Penny

 

PocketMod: The Free Recyclable Personal Organizer

21 May

PocketMod: The Free Recyclable Personal Organizer.

I am thinking this might be a great way for students to create a review sheet for exams.  In the future, possibly to make verb charts, sort vocabulary, lots of ideas.  

If you use it, please let me know what you used it for and how it worked out!  

Gracias, Penny

Here is their description:

The PocketMod is a new way to keep yourself organized. Lets face it, PDAs are too expensive and cumbersome, and organizers are bulky and hard to carry around. Nothing beats a folded up piece of paper. That is until now. With the PocketMod, you can carry around the days notes, keep them organized in any way you wish, then easily transfer the notes to your PDA, spreadsheet, or planner.

The PocketMod is a small book with guides on each page. These guides or templates, combined with a unique folding style, enable a normal piece of paper to become the ultimate note card. It is hard to describe just how incredibly useful the PocketMod is. It’s best that you just dive in and create one.

La Maestra Loca

Language Acquisition through CI and OWL strategies

My generation of polyglots

A language teacher's blog by Mike Peto

The Comprehensible Classroom

Best practice lesson plans, activities, and strategies for World Language courses

Grant Boulanger

Exploring the Convergence of Language Acquisition and the Arts

MJ's Comprehensible Input

CI rubber meets the road

SpanishPlans.org

Facilitating language acquisition through comprehensible input

The Electric Teacher

Electric resources for today's teachers

TPRS Teacher

Teaching Proficiency through Reading and Storytelling

Español para inmigrantes y refugiados

Blog de recursos para la enseñanza de español a inmigrantes y refugiados

Teaching a World Language

Sharing my own personal experiences and ideas on teaching the Spanish language in a comprehensible, engaging, culturally relevant way.

Classroom Aid

Connecting dots for digital learning and teaching

Bilinguish

Learning to communicate with the world

Leyendo leyendo, disfruto y aprendo

Blog de promoción de lectura, donde se compartirá: cuentos, poesias, textos, artículos para los estudiantes de educación inicial - grado primero y sus familias.

180 días en la clase de Sra. Rutherford

a #180blog To reflect on my teaching & celebrate the learning in my classroom, I will try to post 1 picture a day for the 180 days of the school year.

Creative Language Class

Ideas, solutions, and inspiration for world language teachers

My Spanish in Spain

Las mejores oportunidades a tu alcance

te(a)ch french

a chemist turned teacher...exploring with technology

Calico Spanish

Just another WordPress.com site

%d bloggers like this: