Category Archives: Activities and Games

No-Prep Speaking or Writing Tasks for French, Spanish and More

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Ever have one of those days when your lesson goes faster than expected, and you still have 10 minutes left? Or when your students could really use more speaking or writing practice, but you don’t have time to prep something new?

You don’t need extra materials or hours of planning to help students communicate meaningfully. With the right kind of no-prep tasks, you can turn everyday visuals, routines, or readings into instant opportunities for purposeful language use.

Purposeful Output Matters

Students become more proficient when they use language to communicate meaning—not just recall vocabulary or grammar forms. Every quick speaking or writing task should have a communicative goal: to inform, react, describe, or express an opinion.

Even short bursts of output—just two or three minutes—help students connect form and meaning, building both confidence and fluency.

The Truth About “No Prep”

“No prep” doesn’t mean “no plan.” The key is to have a few reliable task types ready to go that you can easily plug into any topic or proficiency level.

Here are a few favorites:

  • Describe & Guess: One student describes an image or object, and another guesses.
  • React & Respond: Students share opinions about a meme, poll, or short text.
  • Predict & Confirm: After a short video or reading, students predict what will happen next and check later.

You can use what you already have and turn them into meaningful communication moments.

What makes a task effective?

  • Invites Real Communication
  • Connects to Real Purposes
  • Purposeful, and authentic
  • Recycle language from recent input and connect to real-world goals
  • Prompts are open-ended

Avoid yes/no or fill-in-the-blank responses. Open-ended prompts naturally differentiate for varied proficiency levels and encourage creativity.

Your Turn

Here’s your challenge :

  • Choose one topic from a recent class or lesson and considering what makes a task effective from the list above.  After trying it, note how students used the language and what patterns you noticed in their communication.

Go Further

If these approaches resonate with you my Quick Win PD Course: No Prep Speaking and Writing Activities gives you the tools and guidance you need to make it happen.

In just 30 minutes (and only $10), you’ll learn how to:

  • Identify key features of effective no-prep tasks that promote communication, not just recall.
  • Create adaptable prompts you can use with any topic or proficiency level.
  • Use student output as future input through reflection, sharing, and follow-up.

What your $10 gets you:

  • An audio walkthrough—listen anywhere
  • A note sheet to guide your thinking
  • Examples for novice, intermediate, and advanced classes
  • A reusable planning template
  • A PD certificate to document your hours

You can get the individual course or the Quick Win PD Growing Bundle, which gives you all 10 current courses plus all future ones.

Click Here to Get Started

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From Vocabulary Lists to Communicative Tasks in Spanish, French & More

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Have you ever taught a unit where students knew all the words, but when it came time for a conversation or writing task, they weren’t able to use it? Or maybe they tried to speak, but it came out like puzzle pieces, just isolated vocabulary, no grammar, no flow, no real message.

From Vocabulary Lists to Communicative Tasks in Spanish, French & More

It’s not that the vocabulary list was wrong. The problem is stopping at memorization, rather than designing activities that push students to use that vocabulary to communicate. A lot of curriculum and pacing guides are built around thematic word lists. But our goal, especially if we’re teaching for proficiency, is to get students talking, writing, and interacting.

How de we bridge this gap?

Vocabulary as the Vehicle, Not the Destination

Here’s the mindset shift:  Instead of asking, “How do I teach this list of words?”, ask: “What communication can these words support?” This flips the focus from memorization to expression. If you’re teaching a food unit, your goal isn’t just for students to know apple, bread, and soup. Your communicative goals might be:

  • Express likes and dislikes (Me gusta el pan. Je n’aime pas la soupe.)
  • Describe a typical meal (Para el desayuno, como…)
  • Compare eating habits across cultures (En España, la cena es más tarde que en los Estados Unidos.)

Now, the vocabulary is the tool students use to reach those goals, not the end goal itself. This shift also aligns with ACTFL proficiency guidelines. Novice learners are expected to:

  • Identify words and phrases
  • Use memorized chunks
  • Communicate with formulaic language

So yes, we teach vocabulary. But we teach it through tasks that require message creation, even at the novice level.

Strategies

Chunk the List into Functions

Instead of introducing all 30–40 words at once, group them by communicative function.  In a clothing unit, group words into:

  • Describing what someone is wearing
  • Talking about preferences
  • Planning what to pack for a trip

Then frame activities around those functions. Here’s how it could look. You’re going on a fictional trip. Students choose what to pack and explain why:

  • I’m bringing a jacket because it’s cold.
  • Je n’apporte pas de shorts parce qu’il pleut.

They’re still learning the words, but in context, with a purpose.

Turn the List into a Task

Take your vocabulary list and ask: “What could students do with these words that feels real?” Example from a school supplies unit:

Instead of “What’s a pencil in Spanish?” try: “You forgot your backpack. Ask a classmate if you can borrow three items.” Now it’s an interpersonal task. Even novice students can do this with sentence frames:

  • Can I borrow a ___?
  • ¿Me prestas un lápiz?
  • Est-ce que je peux emprunter un crayon ?

You’re still teaching the words, just through communication, not recall.

Why This Works

These shifts don’t require you to rewrite your curriculum. They just require you to reframe how you use your vocabulary list. When you design tasks instead of drills, students move from knowing words to using words. And that’s where proficiency grows.

Your Turn

Look at the next vocabulary list you’re going to teach.  Ask yourself:

  • What can students do with these words?
  • What communicative purpose could these words support?

Even if you try one new task, just one, you’ll see the difference in engagement and proficiency growth. You don’t have to overhaul your whole curriculum—you just need a system for making vocabulary lists work for communication.

Go Further

If this approach resonates, my 30-minute Quick Win PD course, From Vocabulary Lists to Communicative Tasks, gives you the tools to make it happen.

In just 30 minutes (and only $10), you’ll learn how to:

  • Identify the characteristics of communicative tasks.
  • Distinguish between engaging vs. truly communicative.
  • Evaluate and adapt existing activities.
  • Design activities with meaningful language use at the center.
  • Create tasks that promote interpretation, interaction, and expression.

What your $10 gets you:

  • An audio walkthrough—listen anywhere
  • A note sheet to guide your thinking
  • Examples for novice, intermediate, and advanced classes
  • A reusable planning template
  • A PD certificate to document your hours

Quick Win PD for Language Teachers: From Vocabulary Lists to Communicative Tasks; French, Spanish

You can get the individual course or the Quick Win PD Growing Bundle, which gives you all 10 current courses plus all future ones.

Click Here to Get Started

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Communicative Activities for Spanish, French & More

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You know the feeling. You’ve just wrapped up a fast-paced, high-energy class. Students were laughing, moving around, working in teams. Maybe they were playing a game, doing a relay, or solving a challenge. You felt the energy. You saw the excitement.

But then you pause and wonder: Did they actually communicate in the target language? Were they practicing meaningful communication in Spanish, French, or any other language or just doing whatever it took to win the game?

Communicative Activities for Spanish, French & More

If you’ve ever asked yourself that, you’re asking the right question. Because yes… fun matters. Joy matters. Engagement matters. But in the world language classroom, communication is the ultimate goal.

Participation Isn’t Always Communication

Just because students are participating doesn’t mean they’re communicating. But, with just a few tweaks, your favorite activities can become truly communicative and drive proficiency growth. You don’t need to ditch your go-to games. You don’t need to make everything serious or formal. But you do need to ask: Does this activity give students a reason to use the language with purpose? It’s not just about keeping students busy and on task, but guiding them to use the language meaningfully.

How do we do this?

Add Purpose and Personalization

Let’s take a classic: Find Someone Who. Traditionally, students walk around asking questions like:

  • ¿Tienes una mascota? (Do you have a pet?)
  • Aimes-tu le chocolat? (Do you like chocolate?)

It’s interactive and it’s fun, but without a follow-up, it can slide into box-checking.

Here’s the tweak:

  • During: Students still ask and record answers.
  • After: Students choose two classmates and create a short written or spoken summary:
    • Aprendí que Mateo tiene dos perros y los pasea todas las mañanas. Ana no tiene mascota pero quiere un gato.
    • J’ai appris que Camille adore le théâtre et qu’elle y va tous les mois. Lucas n’y va jamais, mais il regarde beaucoup de films.
  • After: Comparisons
    • Mateo and I both have pets, but Ana doesn’t.
    • Camille et moi aimons le théâtre, mais Lucas préfère le cinéma.

Now you’ve got interpersonal communication (asking, answering) feeding into presentational communication (summarizing, comparing) and the game has a clear linguistic goal.

Use the “Does It Build Proficiency?” Checklist

Before launching any activity, ask yourself these 4 questions:

  1. Are students using the target language to express meaning?
  2. Is there a real-world connection or purpose?
  3. Are students interpreting, negotiating, or producing language?
  4. Will this support what they’ll do on an upcoming assessment?

If you answer “yes” to three or four you’re in great shape. If not, there’s and easy fix.

Small tweaks that help:

  • Add a real-world hook (“Find someone who celebrates a holiday in March—then compare it to your own.”)
  • Provide scaffolded sentence frames.
  • Include a reflection piece at the end.

Your Turn

This week, take one activity you alike and fo through the checklist above.  Is you answer no to any of the questions:

  • Add a purpose.
  • Add a personal connection.
  • Create space for negotiation of meaning..

Go Further

If you want a clear framework for making any activity communicative, my Ready for Tomorrow Quick Win PD course: Design Activities That Are Fun and Communicative will walk you through it.

In just 30 minutes (and only $10), you’ll learn how to:

  • Identify the characteristics of communicative tasks.
  • Distinguish between engaging vs. truly communicative.
  • Evaluate and adapt existing activities.
  • Design activities with meaningful language use at the center.
  • Create tasks that promote interpretation, interaction, and expression.

What your $10 gets you:

  • An audio walkthrough—listen anywhere
  • A note sheet to guide your thinking
  • Examples for novice, intermediate, and advanced classes
  • A reusable planning template
  • A PD certificate to document your hours

Quick Win PD For Language Teachers: Design Fun and Communicative Activities; French, Spanish

You can get the individual course or the Quick Win PD Growing Bundle, which gives you all 10 current courses plus all future ones.

Click Here to Get Started

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French Level 1 Reading, Writing and Speaking Units

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Many beginner activities stop at basic recall or translation, but students need more than that to build proficiency. Without engaging tasks that go beyond the surface, it’s hard to develop true communication skills.

Do you want your level 1 students to actually use the French they’re learning to read with purpose, speak with confidence, and write creatively?  These units give them the support they need to do just that.

French Level 1 Reading, Writing and Speaking Units

 

These 3–4 day units help students grow as communicators through an engaging story and a sequence of scaffolded activities that target reading, speaking, and writing that is designed for novice mid to high learners. Students interact with the story through visuals, partner talk, and creative storytelling, using sentence starters, vocabulary supports, and opportunities to personalize content along the way.

Take a look at all the units HERE.

Students build toward writing their own version of the story, keeping the structure but adding their own invented details, which gives them a sense of authorship, purpose, and real confidence in their French.

What’s Included in Each Unit:

  • A story
  • Pre-reading questions and vocabulary preview
  • Vocabulary list with space for new words
  • Comprehension questions with answer key
  • Visual retell drawing activity
  • Interpersonal speaking questions with sentence frames
  • Creative writing prompts (before, after, new ending) with sketch space
  •  Final story rewrite using invented details
  •  Full teacher notes with scaffolding tips, sentence starters, and pacing suggestions

French Level 1 Reading, Writing and Speaking Units

Students aren’t just doing isolated tasks—they’re building toward something meaningful. By the end, they’ve read, spoken, written, and created with Spanish they understand and can truly use.

Perfect for Spanish Level 1 or novice mid–high learners (ACTFL) / A2 (CEFR). Use as a communicative mini-unit, assessment, or sub-plan that builds proficiency.

Take a look at all the units HERE.

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Spanish Level 1 Reading, Writing & Speaking Units

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Many beginner activities stop at basic recall or translation, but students need more than that to build proficiency. Without engaging tasks that go beyond the surface, it’s hard to develop true communication skills.

Do you want your level 1 students to actually use the Spanish they’re learning to read with purpose, speak with confidence, and write creatively?  These units give them the support they need to do just that.

Spanish Level 1 Reading, Writing & Speaking Units

These 3–4 day units help students grow as communicators through an engaging story and a sequence of scaffolded activities that target reading, speaking, and writing that is designed for novice mid to high learners. Students interact with the story through visuals, partner talk, and creative storytelling, using sentence starters, vocabulary supports, and opportunities to personalize content along the way.

Take a look at all the units HERE.

Students build toward writing their own version of the story, keeping the structure but adding their own invented details, which gives them a sense of authorship, purpose, and real confidence in their Spanish.

What’s Included in Each Unit:

  • A story
  • Pre-reading questions and vocabulary preview
  • Vocabulary list with space for new words
  • Comprehension questions with answer key
  • Visual retell drawing activity
  • Interpersonal speaking questions with sentence frames
  • Creative writing prompts (before, after, new ending) with sketch space
  •  Final story rewrite using invented details
  •  Full teacher notes with scaffolding tips, sentence starters, and pacing suggestions

Spanish Level 1 Reading, Writing & Speaking Units

Students aren’t just doing isolated tasks—they’re building toward something meaningful. By the end, they’ve read, spoken, written, and created with Spanish they understand and can truly use.

Perfect for Spanish Level 1 or novice mid–high learners (ACTFL) / A2 (CEFR). Use as a communicative mini-unit, assessment, or sub-plan that builds proficiency.

Take a look at all the units HERE.

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How to Do a Write and Discuss in Your Language Classroom

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Have you heard of a Write and Discuss or have you tried it in your classroom? If you’ve done it, you already know how useful and beneficial it is—for your students and for you as the teacher. But if this is new to you, let me introduce you to an incredibly effective collaborative writing activity that you can implement right away. No prep required.

And if this isn’t new to you? Stick around—I’ll share some tips and examples that just might make your Write and Discuss even more impactful.

I first heard about Write and Discuss several years ago when Ben Fisher-Rodriguez joined be on episode 79 of the World Language Classroom Podcast. I remember thinking, “That’s a cool idea.” But I had no idea how powerful it would become in my classroom.

Write and Discuss is a guided writing activity that comes after a shared class experience—something like a story, picture talk, reading, video clip, or discussion. The teacher writes (or types) a summary or retelling of the event in front of students with their input. You speak aloud as you write, modeling both language and writing habits in real time.

It’s low-prep, high-impact, and incredibly flexible.

Why is it so useful?

Write and Discuss…

  • provides rich, contextualized input.
  • helps students understand how spoken language becomes written language.
  • models writing at a level they can access.
  • supports literacy development in both L1 and L2.
  • co-constructs meaning and builds classroom community.
  • produces a usable class text for re-reading, grammar, or extension work.

How to Do a Write and Discuss

Start with a Shared Experience. Pick something you’ve just done together—anything that created shared meaning:

  • a picture talk
  • a video clip
  • an article
  • a class story
  • a chapter in a CI novel

Set the Purpose

  • Frame the activity as collaboration, not an assessment.

Write the Text in Front of the Class

  • Use the whiteboard, a document camera, or project a Google Doc.
  • Speak as you write. Think aloud.

Get student input:

  • “What happened next?”
  • “What was the character’s name?”

Keep your pace manageable. Stay comprehensible.

  • Add in a few new words or structures, but keep in the the context of what you are writing about.

Check for Comprehension as You Go

  • Ask questions about previous details you wrote to make sure all students are following.
  • Use quick translation or gestures as needed.

Read the Text Aloud When You Finish

  • Let students hear the final version. This reinforces meaning and models fluent reading.

What About Students writing the text?

Copying the text strategically can be powerful.

  • During writing: For some groups, it helps them stay engaged.
  • After reading together: Make it Do Now the next day. Have students copy with blanks to fill in or highlight target structures first.

Examples by Proficiency Level

Novice Low–Mid: Short, repetitive sentences with proper names and cognates:

  • “This is Sara. Sara has a sister. Her name is Anna.”

Novice High–Intermediate Low: Add transition words and narrative sequence:

  • “First, Diego arrives at the airport with his family. Then, they take a bus to La Concha where they meet their host family.”

Intermediate Mid and Up: Introduce more complex syntax and opinion:

  • “Although Camila wanted to win the competition, she helped her friend instead.”
  • “Some students said the video was funny, but others thought it was sad.”

Using Co-Created Texts for Grammar in Context (PACE)

One of the best things about Write and Discuss? You end up with a relevant, student-friendly text—perfect for teaching grammar in context using the PACE model.

Here’s how:

  • Presentation: Use the co-created Write and Discuss text.
  • Attention: Highlight a structure (e.g., past tense verbs, adjective agreement).
  • Co-construction: Guide students to notice patterns and form rules.
  • Extension: Practice that structure in a new but related context.

Example: After a Write and Discuss retelling in the past tense, return to the text and highlight all the past tense verbs. Discuss them. Notice patterns. Then give students a short new story to practice with the same structure.

Tips and suggestions

  • Use  Google Slides or a whiteboard.
  • Speak aloud while writing.
  • Call on students for ideas and content.
  • Keep it short—5–8 sentences is often enough.
  • Print or post the text later for reading, stations, or review.
  • Spiral back to older texts to reinforce language.

What to Avoid

  • Don’t turn it into a grammar lesson while writing. Save that for later.
  • Don’t go too fast. Check for understanding.
  • Don’t offer all the details.  Collaborate with students. Use their suggestions.

Final Thoughts

Write and Discuss is one of those strategies that checks so many boxes. It’s compelling, communicative, comprehensible, and completely adaptable. Whether you’re using it to support storytelling, discussion, literacy, or grammar instruction, it’s a useful routine. If you haven’t tried it yet, give it a go. And if you already use it, let us know what works well for you and your students.

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193: 15 Ways to Engage Students with Task Cards

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Do you use task cards? How can we get the most out of them in our language classrooms? Task cards are useful tools for building engagement, supporting proficiency, and adding variety to your routines. In this episode, we’re looking at 15 creative ways to use task cards. You might already have a few that you like to use, and after this episode you have lots more.

Blog Post with all 15 ways to use task cards in your language classroom.

Topics in this Episode:

  • what task cards are
  • what to put on task cards
  • 15 ways to use task cards in the language classroom
    • Warm-Ups (Do Nows)
    • Fast Finishers
    • Exit Ticket
    • Station Activity
    • Scoot
    • Differentiation
    • Back to Back
    • Traditional Board Games
    • Quiz Games
    • Interactive Bulletin Board
    • Scavenger Hunt
    • Individual Boards
    • Sub Activity
    • Binder Sheets
    • Assessments

Blog Post with all 15 ways to use task cards in your language classroom.

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

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Creative Project to Engage with Comprehensible Novels

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As language teachers, we’re always looking for ways to engage students beyond traditional book reports. The “Unpack the Book” project is an innovative, interactive way for students to deeply engage with a Comprehensible (CI) novel while fostering creativity and language proficiency. Here are detailed strategies and concrete tips for implementing this project in your language classroom.

Overview of the “Unpack the Book” Project

“Unpack the Book” challenges students to create a scrapbook that summarizes and explores key elements of the CI novel they’ve read. The final product is both creative and reflective of their comprehension and interpretation of the novel. To support implementation, you can download the template in French, Spanish, Italian, Portuguese and German.

Preparation Before Reading

Before students begin reading, set the stage with pre-reading activities:

  • Introduce Key Vocabulary: Provide a word bank of essential terms from the novel.
  • Discuss the Novel’s Context: Talk about the cultural and historical background of the story.
  • Make Predictions: Have students hypothesize what they think will happen based on the title and cover.

Encourage students to maintain a document while reading, which should include:

  • Characters: Note the main characters in each chapter.
  • Short Summaries: Write 2-3 sentence summaries per chapter.
  • Hashtags: Create a hashtag that encapsulates the main idea or emotion of each chapter. Example: #LostAndFound for a chapter about a character’s discovery.

download the template in French, Spanish, Italian, Portuguese and German.

Students Engage with the Content and unpack the book

These are the pages of the scrapbook along with what they should include:

Cover: A picture representing the book, such as a character or cultural symbol.

Vocabulary: A list of 20 new words with translations.

Hashtags: One hashtag per chapter to summarize key themes.

Characters: Brief descriptions of the main characters.

Events: Summaries of three major events.

Quotes: Five impactful quotes from the book, including the speaker’s name.

Culture: 2-3 cultural elements from the book.

download the template in French, Spanish, Italian, Portuguese and German.

Assembling and Presenting the scrapBook

Students will fold and assemble their scrapbooks, adding a tactile and interactive element to their learning. They can present their work through:

  • Classroom Presentations: Students share their books and discuss their findings.
  • Gallery Walks: Students display their books and engage with peers’ work.
  • Small Group Discussions: Encourage students to reflect on cultural connections.

Assessment and Reflection

Assessing the Project: Evaluate creativity, language accuracy, and depth of engagement.

Student Reflection: Have students answer reflection questions, such as:

  • How did creating this mini-book help you connect with the characters and themes of the novel?

Conclusion

The “Unpack the Book” project is a dynamic way to enhance languageproficiency and cultural understanding. Try it in your classroom and share your students’ experiences!

download the template in French, Spanish, Italian, Portuguese and German.

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184: 10 Interactive Writing Activities For Your Classroom

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Are you always on the lookout for new and inventive ideas to bring to our classrooms. I have one simple, yet powerful, tool.  A mini-folding book is a compact, 8-page book made from a single sheet of paper. They are easy to create and can be customized for a wide range of classroom activities.  In this episode I’ll tell you how to create the book and then I’ll share 10 Ways to use Mini-Folding Books.

Blog post with instructions for folding the paper and the 10 ideas for using mini-folding books.

Topics in this Episode:

  • what mini-folding books are
  • how to create a mini-folding book
  • 10 ways to use mini-folding books in the classroom
    1. Personal Information Books
    2. Vocabulary Books
    3. Story Books
    4. Cultural Books
    5. Grammar Practice Books
    6. Dialogue Books
    7. Travel Guide Books
    8. Recipe Books
    9. Pen Pal Introductions
    10. Review Books

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

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Spanish Language and Culture Units

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Spanish Language and Culture Units

Your students will learn all about geography, climate, food, traditions, ethnicities, religions, history and language of Latino and Hispanic countries in these units. Students engage with the ideas in various ways, from an accessible reading and a Map Talk to writing about the countries and comparing them to another country. There are options for completing a project on paper or digitally as well.

Spanish Language and Culture Units

Here is What is included in EACH units:

Page 1: A young person introduces himself or herself and provides details about the country. Students can read on their own, in pairs or small groups or you can read it together as a class.

Spanish Language and Culture Units

Page 2: This a Map Talk script with the details mentioned on page 1 in more accessible language. You can simply provide this document instead of page 1 if your students are at a lower proficiency level. This list of details is most effective when used along with a map of the country and you engage the class in a Map Talk. There is a page that walks you through how to do a Map Talk.

Spanish Language and Culture Units

Page 3: This is a page for students to keep track of new vocabulary. There are 10 essential words from the text listed with their English meaning along with 10 open spots for students to write in any additional new vocabulary.

Spanish Language and Culture Units

Pages 4 + 5: These are graphic organizers for students to keep track of the details about the country. They can be used with the narrative on page 1 or with the Map Talk on Page 2.

Spanish Language and Culture Units

Pages 6 + 7: These are note pages for students to keep track of the details about the country. They can be used with the narrative on page 1 or with the Map Talk on Page 2. These are an alternative to the graphic organizers on pages 3 + 4.

Spanish Language and Culture Units

Pages 8 + 9: Students write in details about the country in the boxes at the top and draw pictures representing the information in the blank box below. Students can also search for pictures and the print and glue them in the boxes. This is a also a digital version in Google Slides.

Pages 10 + 11: This is an alternative to the project on pages 7+8. Here, students report the information in a mock social media post. They put a picture and then write about it in the caption. Students can get inventive with this and write as if they saw these things in person. This is also a digital version in Google Slides.Page 12: This is a Venn Diagram for students to compare one country to another country. Once the other country is chosen students can research some of the details presented about the in this unit and then fill in the Venn Diagram. Students will then write a paragraph comparing the two countries.

 

Page 13: For students at lower proficiency levels, this page has sentence stems that students can use to write sentences.

Page 14: This is a true/false assessment for students once they have worked with the information about the country. If the sentence is false there is a line for students to write the correct information.

Spanish Language and Culture Units

Page 15: Answers to the true/false assessment.

Spanish Language and Culture Units

These units have everything that you need to bring the Spanish language and Latino and Hispanic cultures to your classroom.

Spanish Language and Culture Units

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