Tag Archives: speaking

Glyphs

2 Mar

I love doing glyphs with my students.  It incorporates many parts of languages, reading, writing, speaking…  I hope this description will make sense to you.  Keep in mind that this is done in the TL but I have switched it to English because some of you are not Spanish teachers….

Glyphs make pictures out of information.  Students draw a portion of a picture for each prompt given.  This one is an example of one that I use for the end of the first month for review.  Some of the prompts require a bit of charades to explain in the TL, or vocabulary drawn on the whiteboard (eyes, pointy, etc.).  I have changed the sentences to English, they would be in Spanish.  It forces them to read and apply what they are learning.  Instructions include telling them to read all of the prompts before beginning.  Below this glyph I have some further examples of how I use it in my class:

 

 

  • If you are 14, draw a large cat’s body (80% of page).  15, draw a medium cat (50%).   Any other age, draw a small cat (30%).
  • If you prefer to write with a pencil, draw a fat cat.  Pen, draw a skinny cat.
  • If you have a calculator in your book bag, draw a long tail.  If not draw a short tail.
  • If you have a cell phone, color the eyes green.  If not, color them blue.
  • If you have more than 3 pencils with you, give the cat pointy ears.  If not, draw rounded ears.
  • If it is sunny today, draw a black nose and mouth.  If it is not sunny, draw a brown nose.
  • Draw a stripe on the cat  that represents the number of the month in which you were born.  Example:  May = 5 stripes
  • Draw a whisker for the day of the month that you were born.  (Ex: 10th = 10 whiskers)

 

Extensions:

 

 

  • Tape up the cats and have students try to identify to whom each belongs.
  • Have students exchange glyphs and write the facts they learn in the TL about the other student from examining the picture.
  • Have students write facts about their own glyph to substantiate the drawing.

 

I have also used a house as a glyph.  The prompts can be changed so students have to color the house, draw a certain number of windows, etc.

You can really have them draw any picture you wish and make the prompts fill it in.

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.  

99: The number card game

22 Feb

My students love this card game.  It gets them to produce numbers to 99 randomly.  It does take about 15 minutes to play.  I have seen many versions on the Internet.  Here is how we play:

This game is played with a standard deck of cards.  Students play in groups of four or five. Each group gets a deck of cards. Each player gets five euros/chips/markers, or score can be kept on paper. The goal is to have the most markers/points at the end.

Students take turns dealing. Each player is dealt four cards, and the remaining cards are placed face down in the middle.  The student to the left of the dealer begins, and play begins in a clockwise direction.  The player lays his/her card and announces the total sum in the stack. So the first player simply announces the number on his/her card. The second player adds the value of the card he/she lays and announces the total (in the TL of course). And so on. However, there are some twists:

  • Cards are valued as follows: Ace (1), 2, 3, 4, 5, 6, 7 are face value
  • If an eight is laid, the play reverses direction, and the total doesn’t change (don’t add 8)
  • If a nine is laid, the next player is skipped.
  • If a ten is laid, the ten are SUBTRACTED from the total
  • The Jack and Queen are ten points.
  • A King automatically brings the total to 99.

It is helpful to print, project or write these values on the board.

After laying a card and announcing the total, the player picks up a card from the draw pile. Students should always have four cards in their hand.

THE MARKERS: The object in each round is to reach 100 without going over. The player who makes the pile go over 100 has to give the player who previously played a marker. If a player says a number in English, a marker is taken away from that student and is in the “pot” for the winner.

Once 100 is reached, the losing players each give the winner a marker and play pile begins again. Students do not reshuffle and deal.  Begin at zero.

The game is over when the draw pile is empty and all cards have been played out of the students’ hands or at the end of a time limit.  The player with the most markers at that point wins.

My students loved this card game.  If you have other card games that work well, please share them.

Thanks, Penny

More or Less

18 Feb

This game practices numbers.  It works well because students can narrow down the number quickly and get lots of speaking and number recognition practice.
Make a T-chart on the whiteboard.  Write Más (more) on the left side and Menos (less) on the right side.
I usually start and choose a number for the class to guess.  I put a range on the board (0-100, etc).  I write the number secretly on a piece of paper.  Students raise their hands to guess my number.  I write the number guessed in the appropriate column in the T-chart so the students know if my number is higher or lower than the one they guessed.
The student who guesses correctly chooses the next number.  They must stand at the board and select guessers and write their numbers int eh chart.  
I have the student write it on a piece of paper so I can help and make sure they do not change their number.
After playing as a class a few times, students can play in small groups so that more students are actively playing.

6 Nov

Great draw and speak activity!

elmundodebirch

Last week I found out that I was going to be sent to a tech conference…..the day before the conference!  I scrambled for something meaningful to leave for my students, something that wouldn’t just be busy work.  We are almost at the end of a chapter that combines food with a thorough review of the preterite. I decided to have my students draw the words that we have been working with.  They have never seen a “vocabulary list”, so this was the first time that they saw the words “listed” all together.  I gave them Draw and label 40 foods, with 75 words in alphabetical order. The directions were to place selected words in 4 different categories:  frutas y verduras, carnes y mariscos, las cosas de la mesa y condimentos, y las comidas que empiezan o completan la cena.  The task was to choose 10 words for each…

View original post 459 more words

More Spanish: Five for Friday: 5 Web 2.0 tools to record oral communication

28 Jun

More Spanish: Five for Friday: 5 Web 2.0 tools to record oral communication.

 

Use for speaking tools

Chez Renée: Puppet Shows & the iPad

29 Apr

Chez Renée: Puppet Shows & the iPad.

Excerpt:
This was truly a success!  Using Audio Memos instead of having students read their lines while performing accomplished the following:
  1. Improved pronunciation  Students were able to focus better on their pronunciation while recording themselves on their iPads than they would have if they’d been trying to read their lines from paper while also working their puppets.  Many of them listened to the recording and then re-recorded in order to fix mistakes they’d heard.
  2. Everyone was able to hear better because the conversation was projected throughout the classroom over the speakers.
  3. Shy students felt less intimidated about speaking French because they only had to worry about working their puppets in front of the class when all eyes were focused on them.

Spanish Food Unit: Some online finds

22 Apr

Here are some resources from the Internet that can be used with a unit on Food.

Spanish Campbell’s Labels for Education Flyer

Nourish Interactive:   Las hojas imprimibles de educación nutritiva son actividades divertidas que estimulan el aprendizaje y la discusión sobre las opciones alimenticias saludables y la nutrición. Los niños aprenderán de la pirámide alimenticia para niños, el comer saludable, el vocabulario de nutrición, los grupos alimenticios, las combinaciones saludables de alimentos, y más.

Spanish Language Restaurant Menus:  Nice compilation by Harry G. Tuttle.
El Desayuno en Arte:  by the fabulous Zach Jones
Amigo Foods:  Great pictures!
That is my short list of links.
Some of the activities we do:
Speaking:
Discuss food you eat with your family, with your friends, at school, at other events.
Writing:
On a paper plate, draw and label your favorite meal.  Draw what a favorite meal for someone your age in Mexico/Spain would be.
Redesign the cover of a cereal box, can of corn, or whatever to be in Spanish.
Of course we do skits and projects, usually a Photo Peach since that lends itself well to pictures.  We did do Glogsters this time.
I had less time than I thought to blog today…  Please share what you do in your class and what online resources you have, I know you do some great things!  
Penny

Voice Thread in World Language

18 Apr

        A new site that I am just beginning to use is Voice Thread.  It is a site that we have begun using to collaborate with a classroom in Maryland.  I see immediately that it can be used for speaking practice and assessment purposes.  Our students have uploaded pictures of themselves and recorded themselves speaking just by clicking on the “Comment” button under their picture.  Once their Voice Thread is finished, other students can listen to it and make comments back.  The comments can be made with a microphone or students can just type in a response.  There are even options for phoning in a response, uploading a prerecorded comment, or using a web cam to make a response.  I am excited to find out what other uses Voice Thread has.  

      There are World Language teachers using Voice Thread for speaking practice in the form of dubbing.  The teacher uploads a short video on the current unit, students use Audacity or another recording program to record themselves making a conversation to go with the clip.  When finished, they upload it as a comment.  It works best if the video has no words.  You can do a search on You Tube.  The Vancouver Film School channel has lots of them!  I hope to give this a try before the end of the school year.

     Let me know if you have a cool use for Voice Thread!

Penny

Talking Cards | elmundodebirch

12 Apr

Talking Cards | elmundodebirch.

Very cool activity to get students talking while reviewing vocabulary!

 

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