Once in a while I see a post on or tweet and it sparks a new idea. Maybe I don’t do it the exact way that it was shown, but it gets the wheels turning.
This happed last week when I saw a tweet from Meredith White, a Spanish teacher in Georgia. She shared a Google Slide™ tip and I got to thinking right away about all the ways that I could use it to engage students with their language learning.
Essentially, Meredith showed that you can pile up text boxes and then have students work through the “stack” and move the boxes around the screen.
Here is the run-down of how to do it:
🖱 Click image
🖱 Duplicate as many times as you want
🖱 To turn those into a stack, select all images
🖱 Click arrange, choose left
🖱 Click arrange, choose top
✨ Now students can drag & drop from a stack.
And here is a quick video that shows how to do this and an idea that I came up with that uses the stack:
I hope this inspired you in the same way it inspired me.
Posted in Activities and Games, Grammar and Structures, Online Activities, Technology
Tagged ACTFL, ACTFL Core Practices, french, french teacher, google, google slides, language, language acquisition, language learning, language teacher, meredith white, Second Language Acquisition, spanish, spanish teacher, teacher
Sometimes students know the meaning of verbs. Sometimes they know the forms. But, isn’t it great when they use accurate verbs in the correct context?
Put that together with a no-prep, time saving activity for you and it’s even more than a simple win-win.
Simply share these digital activities with students and they will move through a seamless process of identify meaning and forms and then putting it all together and writing their own sentences
This no-prep-for-the-teacher activity makes sure that your students don’t just master meaning and forms. They will combine these skills and write accurate and meaningful sentences on their own.
Take a look at the French version:
and the Spanish version:
Posted in Activities and Games, Grammar and Structures, Technology
Tagged ACTFL, french, french teacher, Grammar, language, language learning, language teaching, language techer, spanish, spanish teacher, verbs, Writing
Your students can recognize and say the the words on various vocabulary topics. They can do the same with adjectives and verb forms in a variety of tenses.
But, the challenge is finding opportunities for students to use these language elements in context that moves beyond simply saying them as individual words. We need to support our students as they level up their proficiency and strive to create language beyond novice level.
That’s where this activity comes in.
Starting Point (Point de Départ / Punto de Partida) is a partner speaking activity that is quickly and easily adaptable to any proficiency level. If your students are at the novice level (words and phrases), then they can add one or two additional words.
If they are at a higher proficiency level they can create discreet or connected sentences with connecting words, adjectives, adverbs and other vocabulary to form more complex sentences. For the activities with verb forms there are question words along with each subject/verb pair to guide students in creating sentences.
Your students will be speaking non-stop in French or Spanish without even realizing it, because the object of the activity (aka game) is what they are really focused on.
You’re probably wondering how it works, so here you go…
- This activity is done in pairs. Each player needs a pencil or pen that is a different color.
- The goal of the activity is to score the most points by filling in the most boxes.
- Player 1 begins by connecting any 2 dots. Before connecting the dots the player identifies the picture or prompt or says the verb forms on either side of the line.
- Depending on the proficiency level of the class, the players can also be prompted to use the vocabulary words or adjective/verb forms to create more complex phrases and sentences.
- If the player is not able to complete the prompt the turn passes and a line is not drawn.
- When a player draws a line to make a complete box around a picture, prompt or subject/verb pair the player fills in the box and records a point on the top of the board.
- Once all boxes are filled in the player with the most boxes wins.
So, your students know the vocabulary and adjective/verb forms, but you would like them to use these language elements in context to create sentences. Problem solved with Starting Point (Point de Départ / Punto de Partida)….and no prep for the teacher at all.
Posted in Activities and Games, Grammar and Structures, Speaking
Tagged ACTFL, activity, french, french teacher, game, language, language learning, spanish, spanish teacher
In this episode we talk all about comprehensible input (CI), which you will see is a useful approach in teaching and learning any language.
I am joined by John Bracey, a Latin teacher who uses CI very effectively with his students. He also makes a strong case for all teachers to try out CI, including Latin teachers.
John speaks about…
- his journey with CI and how he discovered it.
- the linguistic benefits of CI.
- using CI to personalize language and connect with and validate students’ lived experiences.
- what CI looks like in his classroom.
- why Latin teachers should use CI.
Connect with John Bracey:
Follow wherever you listen to podcasts.
I have done a paper version of this activity, but now I do them digitally using Google Slides™. Students are actively engaged in their language learning with these interactive digital squares verb form activities.
To complete the puzzles, students begin with a subject/infinitive from the number column and locate the correct form in the letter column. They then find the corresponding square in the grid, such as 1E, 5G or 7B, and drag a red dot to it.
Each completed slide creates an obvious pattern that can be quickly graded by the teacher. There is an answer slide included with the solutions for each slide.
This video shows how to do the activities.
These digital squares activities can be used in class or remotely for:
- Quick review
- Activity for students who finish other activities early
- Do Now (individual puzzles)
- Homework (multiple puzzles)
- Classwork (individual, group, station)
- Substitute lesson plans
The activities are ready to go right away. All you have to do is share with your students.
What is that you hope to find when looking for resources? Do any of these sound familiar?
- Digital files that I can easily share with students
- Activities that can be used in class, remote or hybrid
- Little to no prep
- Self-grading or easy to grade
- Provides students with effective practice with polishing verb form knowledge
Digital magic squares activities using Google Slides™ check all of the boxes.
The right side of each screen has 16 subject/infinitive pairs and the grid has the verb forms that correspond to each pair. Students type the number of the subject/infinitive pair below the verb form.
When all numbers are filled in students can verify their answers. The total of the numbers in each row, column, and diagonal is 34. There are 4 puzzles in this activity, an answer slide and a vocabulary reference page.
Absolutely no prep needed. Just share with students. Useful for distance, hybrid, blended or in school learning and teaching.
Digital files, Useful in-class, Remote or hybrid, Little to no prep, Self-grading, Effective practice
Get your magic squares activities now and share immediately with students.
Task Cards are individual cards that offer students opportunities to engage with a particular topic in various forms. There are different challenge or proficiency levels. Task cards are useful because they provide opportunities for easy differentiation.You may have used the paper versions of these in the classroom. I created digital versions with Google Slides™. They can easily be shared with students through platforms such as Google Classroom™.
There are 5 categories of prompts in each vocabulary task card set.
Picture with choice of 4 words
Word with choice of 3 pictures
Fill in missing letters
2 pictures, student writes words
Picture, student writes a sentence
There are 6 categories of prompts in the verb form task card sets.
1 Subject Pronoun, 4 Infinitives, student writes verb forms
1 Infinitive, 4 Subject Pronouns, student writes verb forms
4 Verb Forms, student writes infinitive
Sentence with Verb Missing, students chooses verb and writes form
Subject Pronouns and Conjugated Verb, student completes sentence Infinitive, student writes sentence
I have written about lesson planning using the “Learn, Practice, Apply” sequence that I learned about from the teachers that I work with in Nicaragua. I have found this simple framework very useful when planning lessons and activities in my language classroom. I created Tab Books on a number of French and Spanish vocabulary and grammar topics that follow this sequence. They are interactive and students enjoy assembling them and working through the process.
I reformatted the Tab Books into a no-prep, 3-page activity. They begin with scaffolded notes so that students get familiar with the new material. Then they practice the material, and finally students apply the material in the last section. The “apply” stage is often left out when teaching new material. These activities assure that students get to this stage in the learning process.
Lots of topics available from time, weather date, possessive and demonstrative adjectives to present and past tense verb forms, as well as conditional and subjunctive.
This activity is an effective follow up and extension to comprehensible input activities. Once students have seen (in writing) and heard verb forms in context the next step is to begin the process of producing language. I like to use activities that show students various possibilities and have them choose the accurate form based on their interaction with the language forms. If you are moving away from direct instruction of verb conjugations try this out with students. If they have had sufficient contextualized exposure to the verb forms and meanings you will likely see that students can choose the correct form based on what “sounds right.” When this happens we know that they are progressing in their proficiency and moving toward accurate language output.
Here is another way that includes the infinitive of the verb.
I then take it a step further and have students write a sentence that show that they understand the meaning along with the form. They have some question words to support the process.
This activity is also useful when working with students in a PACE lesson, particularly in the co-construction and extension parts of the process. Keep in mind that this is best used with students when they are detecting patterns with forms in an inductive (implicit) lesson, rather than deductive (explicit) lesson.
Deductive instruction is a “top-down” approach, meaning that the teacher starts with a grammar rule with specific examples, and the rule is learned through practice.
Inductive instruction is a “bottom-up” approach, meaning that the teacher provides examples of the structure in context and students make observations, detect patterns, formulate hypothesis, and draw conclusions
The inductive (implicit) approach focuses on meaning along with the forms communicatively. The deductive approach focused more (or maybe even only) on the forms. Brown (2007) reminds us that “While it might be appropriate to articulate a rule and then proceed to instances, most of the evidence in communicative second language teaching points to the superiority of an inductive approach to rules and generalizations.”
I have done these activities with Powerpoints with the entire class. You can take a look at some examples in the post.
I am also using digital activities more with students and now have them do this activity using Google Slides™ that can be shared directly through Google Classroom™ and students get their own copy. Ideal for distance learning, homework, in-person classes or blended, hybrid model.
Brown (2007). Principles of Language Learning and Teaching. Pearson Longman
Posted in Activities and Games, Grammar and Structures, Teaching Methodology and Research, Technology, Writing
Tagged ACTFL, foreign language, french, Grammar, language, language learning, PACE, PACE Model, spanish, verbs, Writing
Students at the novice proficiency level typically speak and write in memorized chunks of language and phrases that they learn by memory. As they progress in proficiency teachers can support their attempts at creating language on their own. It is useful to guide them in finding their own ways to add on to the target language that they produce. I find that one effective way of doing this is to begin by focusing on verbs that they know well and give them opportunities to use them in context. First with various subjects and then by adding on to the verb phrases in ways that shows their understanding of the meaning of the verb.
This activity is called Hidden Forms (Formes Cachées in French and Formas Escondidas in Spanish). It is useful to use in PACE lesson as students engage in extension using the verb forms and structures that were introduced. There is an added element of fun and strategy as students search for the correct verb forms in the grid. Not necessarily the most communicative part of the activity, but I always think that students enjoy these small amusing elements and it has the added benefit of being done in the target language.
These Hidden Forms activities are all done in Google Slides and can be easily shared with students through platforms such as Google Classroom. They work well whether as an in-class activity, homework or when doing distance or hybrid/blended learning and teaching.
First slide: There is a subject pronoun and an infinitive. Students write the correct verb form.
Second Slide: There is a grid with subject pronouns, infinitives and verb forms. Students find the subject, infinitive and verb form together from the first slide. They then highlight the boxes and “color in” the boxes with the fill color tool.
Third Slide: Students write a sentence with each subject and verb form.
Watch a video that shows how students engage with these digital activities.
Take a look at these Google Slides activities that you can copy directly into your Google Drive to share with students.
You can also see paper versions of these activities in this blog post.
Posted in Activities and Games, Grammar and Structures, Online Activities, Technology, Writing
Tagged ACTFL, digital, foreign language, french, google, language, language learning, spanish