Category Archives: Listening

Preparing for AP Success Beginning at the Novice Level

Do you have AP language classes in your program?  When do you begin focusing on the linguistic and cultural competence skills that students will need to succeed at this level? A Pre-AP focus can be quite beneficial in the language learning process, fostering critical skills and mindsets early on. Whether students pursue a language at the AP level or not, these skills not only enhance and support academic success, but  they also cultivate confidence and competence.

Preparing for AP Success Beginning at the Novice Level (French, Spanish)

Let’s look at the benefits of integrating Pre-AP strategies and curriculum into language program curriculum and objectives. These provide students with a strong foundation for their language learning pursuit.  They will be well-equipped to succeed in an AP class, or, if they don’t follow that route, they will still have the skills needed to communicate effectively and with confidence.

Building Strong Language Foundations

To pave the path for success, emphasizing core language skills—Interpersonal Speaking Interpretive Listening and Reading, Presentational Speaking and Writing—is pivotal in lower-level classes. These skills are the foundation of language proficiency and serve as the building blocks for advanced language studies. Incorporating authentic resources, such as news articles, videos, and podcasts, enriches language learning experiences. Students greatly benefit from exposure to real-world materials, providing a glimpse into how language operates in authentic contexts.

Cultivating Critical Thinking

Even at lower proficiency levels, cultivating critical thinking skills is attainable. In lower-level classes, introduce basic analysis and synthesis abilities. For instance, encourage students to analyze short texts or compare different viewpoints on straightforward topics. Questioning techniques play a pivotal role in promoting critical thinking. Pose thought-provoking questions that urge students to delve deeper into a text’s meaning, nurturing thoughtful discussions and enhancing overall comprehension.

Integrating AP Themes in Lower-Level Classes

Delaying the exploration of AP themes until AP classes is not necessary.

Beauty and Aesthetics

  • At lower proficiency levels, you can introduce discussions on topics like art, music, and cultural expressions. Challenge students to describe a famous painting using simple vocabulary and then compare their interpretations.

Science and Technology

  • Basic science and technology-related vocabulary can be introduced . Have students read simplified news articles about technological advancements and discuss their implications in the target language.

Personal and Public Identities

  • Exploring personal interests and identities is relevant at any proficiency level. In a straightforward “About Me” presentation activity, students can introduce themselves and share their hobbies.

Families and Communities

  • Family structures and communities are universal topics that can be discussed even with basic language skills. Encourage students to create posters representing a community event or a family gathering.

Global Challenges

  • Basic global challenges, like environmental issues, can be introduced in lower-level classes. For instance, students can engage in dialogues discussing simple ways to contribute to solving these challenges.

Contemporary Life

  • Everyday life topics are relatable for all learners. Consider a role-play activity where students simulate common situations like ordering food at a restaurant using basic conversational phrases.

Differentiation and Inclusion

Acknowledge the diverse learning needs in your classes. Implement strategies that cater to various learning styles and skill levels. Tiered assignments serve as an excellent approach to adapting tasks to different proficiency levels, challenging advanced learners while providing extra support for those who require it.

Your Turn…

The advantages of focusing on these “AP skills” extends beyond advanced content; it lays a solid foundation for language learners. By integrating these strategies and curriculum into lower-level classes, educators equip students with the tools and mindset required for success in advanced language courses. Try out these suggestions and tailor them to your unique classroom contexts as you empower students to grow in proficiency and reach higher levels of cultural competence.

Quiz, Quiz Trade in the Language Classroom

Quiz, Quiz, Trade is one of those go-to activities that gets students speaking and moving around.  Once they know how it works you can pull it out anytime for speaking practice, idea generation, an opening activity or review of a topic.  The possibilities are endless.

Quiz, Quiz Trade in the Language Classroom, French and Spanish

This highly effective strategy has proven to be a valuable asset for learners of all proficiency levels, from novices to those at the intermediate high level. Let’s look at how to set it up, manage it effectively, and consider follow-up activities that can enhance language proficiency.

Setting up Quiz, Quiz, Trade

Prepare Question Cards: Create question cards with prompts related to your chosen topic. You can tailor these prompts to different proficiency levels. For example:

  • Novice Low: Basic vocabulary with words or pictures
  • Novice Mid: yes/no, either/or questions.
  • Novice Mid: Simple questions about daily routines or preferences.
  • Intermediate Low: Questions about hobbies or school with more detail using questions words to bring out more information.
  • Intermediate Mid: Question in different time frames and questions based on a class reading or video.
  • Intermediate High: Open-ended questions on global issues or cultural comparisons.

Distribute Cards: Hand out one question card to each student.

Managing the Activity

Pairing Up: Have students pair up and stand facing each other, holding their cards.

Questioning: Instruct students to take turns asking and answering the questions on their cards in the target language. Encourage question askers to:

  • Listen actively to their partner’s responses, noting any interesting details.
  • Ask follow-up questions to further the conversation. For example, if the question is about hobbies, they can ask, “Why do you enjoy that hobby?” or “How often do you do it?”

Trading Cards: After both students have asked and answered, they trade cards. This ensures that they interact with different prompts and partners.  Students then seek out a new partner.  You can have “available” students raise their hand so that they can locate each other.  I usually say that you can’t go back to the same person after already speaking so that friends extend their circle.  Students may get the same question back several times as cards rotate.  No problem. More practice with that question.

I also put myself in the mix so that I have some one-on-one time with students and can keep track of any areas that may need additional attention, such inaccurate vern forms or inconsistent use of singular and plural.  Formative information for me.

Repeat: Continue the process for a set amount of time.  I also introduce new cards throughout, usually replacing the cards that I get with a new prompt as I integrate into the activity.  This keeps the prompts fresh so that students don’t get repeat prompts.

Follow-Up Activities

Discussion: Have students share interesting answers they received during Quiz, Quiz ,Trade and facilitate a class discussion on the topic.

Writing Assignment: Assign a writing task based on the same topic. Students can expand on the ideas discussed during Quiz, Quiz ,Trade.

Debate: For intermediate mid/high students, turn the questions into debate topics, encouraging them to argue their viewpoints in the target language.

The key to success with Quiz, Quiz, Trade is providing clear instructions and monitoring the activity (be a part of it) to ensure students stay on track. It’s a versatile tool that can be adapted to suit your specific language teaching goals and proficiency levels.

By incorporating Quiz, Quiz, Trade into your language classroom, you’ll not only see improved language proficiency but also foster a fun and interactive learning environment.

91: Story-Listening with Margarita Pérez Garcia


Have you heard about, or maybe even used, Story-Listening in your classroom?  I wanted to learn more about this interpretive listening procedure and how it can be used along with interpretive reading.  Margarita Perez Garcia, a Spanish and French teacher and author in Australia, joins me to talk through all the details of Story-Listening. Maybe you have the flexibility and autonomy to go all in with this methodology in your classroom.  If not, Margarita shares how we can use Story Listening along with other procedures.

Topics in this Episode:

  • what Story-Listening is
  • the benefits of Story-Listening
  • what does Story-Listening looks like
  • what you need to do if I want to use Story-Listening tomorrow
  • what happens after Story-Listening
  • Story-Listening.net
  • Stories First Foundation

Connect with Margarita Pérez Garcia:

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

Compelling Input and Output in the Language Classroom

It is essential that language be comprehensible so that that students can make form-meaning connections, however it also has to be of interest and compelling to learners. This is what motivates them to engage and make meaning. But, what about how students use the language they are acquiring?  That also needs to be compelling to students.  Let’s look at how to make input compelling along with output activities that are of particular interest to learners as well.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Comprehensible Input Hypothesis:

  • Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence
  • Learners acquire language subconsciously, through their own natural processing abilities, rather than through direct instruction or explicit grammar rules.

Compelling Input Hypothesis:

  • Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
  • Compelling input captures learners’ attention and motivates them to engage with the language, which can lead to more effective language acquisition.

Making Input Compelling:

  • Incorporate authentic materials, such as news articles, podcasts, videos, and TV shows, that are interesting and relevant to your students’ interests and cultural background. The format can be as compelling as the topic.
  • What movies, TV shows, books, games, sports events or local events are happening? School related activities?
  • Use exit tickets to figure out what the interests are?  Use Card Talk Drawings.
  • Focus on meaningful communication instead of grammar rules. Research has shown that language acquisition is more effective when students are focused on meaning rather than form.
  • at their age and proficiency level

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

 Making Output Compelling:

  • Provide students with opportunities to use the language in authentic situations, such as role-playing scenarios, mock interviews, and real-life simulations. 
  • Give students choice and autonomy in their learning by allowing them to select their own topics and projects. 
  • Provide feedback that is specific, actionable, and focuses on both form and meaning. 
  • Use the same formats for making input compelling to provide opportunities for compelling output.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Podcast episode on this topic:

References:

  • Krashen, S. D. (1985). The Input Hypothesis: Issues and Implication. 
  • Krashen, S. D. (2011). The Compelling (not just interesting) Input Hypothesis  

84: Movies, Video, Shorts and Clips with Allison Wienhold


Do you use movie or film clips in your classroom?  Allison Wienhold, a Spanish teacher in Iowa, joined me back on episode 30 to talk about using music in the classroom. She left us with so many useful and actionable tips for music that I had to have her back on to share ideas and suggestions for using movies, film clips and other types of visual media.

Topics in this Episode:

  • the essential benefits of using video clips or movies in the language classroom from  linguistic and cultural perspectives
  • where Allison finds the video that she uses
  • looking for themes or finding a good clip/scene and planing a lesson around it
  • various types of video and what to do with them:
    • short films (clip chat, EdPuzzle)
    • TV Series (authentic input)
    • full-length films (culture, themes, seasons, units)
  • Allison’s thoughts and suggestions around subtitles and modifying audio speed

Episode 30: Music in the Language Classroom with Allison Wienhold

Connect with Allison Wienhold:

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

Practice or Review Activity for Any Language Topic

I came across an activity on theteachertoolkit.com called Nothing Ventured.  The wheels started turning right away as I thought of the ways that it could be used in a language classroom.  There are lot of useful ideas on the Teacher Toolkit website, but they are not specific to language teaching.  No fear.  I got you covered.Practice or Review Activity for Any Language Topic from vocabulary to language structures. French, Spanish, English, Italian, German, Portuguese.

I got to work creating a template to use with my students in the target language.  I also put together templates in English, Spanish, Portuguese, French, German and Italian.  You can download them all here and it also includes the directions for the doing the activity in your classroom.

Practice or Review Activity for Any Language Topic from vocabulary to language structures. French, Spanish, English, Italian, German, Portuguese.

Practice or Review Activity for Any Language Topic from vocabulary to language structures. French, Spanish, English, Italian, German, Portuguese.

Practice or Review Activity for Any Language Topic from vocabulary to language structures. French, Spanish, English, Italian, German, Portuguese.

I chose the title The Die Decides for my take on this activity.  I’m always looking for ways to incorporate different materials and that little die can be used for so much.  I’m happy to have yet another way to put it to use.

The Die Decides is an interactive activity that can be used for almost any topic in your language class, such as:

  • practicing vocabulary themes
  • practicing language structures
  • assessing understanding after reading or listening
  • reviewing before an assessment

The teacher creates the questions based on the topic being covered.

How the activity works

  • Individual students, pairs or small groups each need a six-sided die and a “The Die Decides” sheet.
  • Players (individual, pair or group) roll the die before each question is presented either verbally or in writing. They record the number rolled in the “Die” column of their sheet.
  • The teacher says or shows a question (perhaps projected). Students discuss, if in pairs or groups, and write their answer in the “Answer” column of their sheet.
  • The teacher says or shows the correct answer to the question. It can also be part of the projection slides or simply written on the board. Students check their answer and determine whether they were correct or incorrect. The teacher should be vigilant to make sure answer are not altered.
  • If the answer is correct, players get the points that they rolled prior to the question being asked. If they are incorrect, they lose those points.
  • Students then update their total as they continue on with each question.
  • The player (individual, pair or group) with the most points after all the questions have been asked wins the game.

Students enjoy this activity and use so much language as they discuss possible answers, listen to and read questions and react to their points changing as they progress through the game.  Remember that you can download templates in English, Spanish, Portuguese, French, German and Italian.

Practice or Review Activity for Any Language Topic from vocabulary to language structures. French, Spanish, English, Italian, German, Portuguese.

31: Picture and Movie Talks with Sarah Moghtader


In this episode we talk about movie and picture talks in the language classroom.  This a popular and effective Comprehensible Input (CI) procedure that uses visual story-telling.  This process helps students to acquire and reenforce vocabulary and language structures in context.  Sarah Moghtader, a French in Massachusetts,  joins me to talk us through the benefits of picture and movie talks and how to do them with students in the classroom.

Sarah speaks specifically about:

  • what picture and movie talks are
  • why picture and movie talks are a useful CI approach to teaching language
  • procedure and techniques
  • what to look for in a useful story, book, or movie clip
  • where to find these resources
  • working through a story and extension activities

Links references in the discussion:

Connect with Sarah Moghtader:

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30: Music in the Language Classroom with Allison Wienhold

In this episode we talk all about using music in the language classroom.  I’m joined by Allison Wienhold, a Spanish Teacher in Iowa, who speaks about the numerous benefits of music in our language classrooms.

Allison speaks about:

  • the value and benefits of using music in the language classroom
  • the flexibility of using music, from a few “quick wins” to diving into culture and representation
  • where can we find music to use in our classrooms
  • activities to engage with music
  • I have a song…What do I do before, during and after?

Connect with Allison Wienhold:

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

No Prep Listening Activity for the Whole Class (Jump)

I have to start by saying sorry (not sorry) that once you introduce this activity to your students they will ask to do it all the time.

This activity is all about students listening intently and reacting to what they hear.

No prep involved.  Just grab an object, like a ball, and you’re ready to go.

No Prep Listening Activity for the Whole Class (Jump); French, Spanish

I call this activity Sauter or SaltarJump in the target language that you teach.

Pick a topic category.  Any category.  Any proficiency level.  Here are some possible topic categories:

  • colors
  • animals
  • seasons
  • time
  • family
  • days
  • months
  • adjectives
  • family
  • masculin nouns
  • feminine nouns
  • singular nouns
  • plural nouns
  • present tense
  • past tense
  • future tense
  • imperfect tense
  • details about a story
  • information about an article

Here’s how it works:

  • The entire class stands in a circle.  If there is not enough room in the classroom, maybe take a trip outside.
  • Tell students the topic they are listening for.
  • The teacher tosses the ball to any student and says a word, phrase or sentence.
    • If the word, phrase or sentence is on the chosen topic,  the 2 students next to the student who catches the ball jump.  The one who jumps first stays in.  The other sits down and is out. There are often ties. [example:category is “days” and teacher says “Monday”]
    • If the word, phrase or sentence is NOT on the topi, the 2 students next to the student who catches the ball DON’T jump.  If they jump they sit and are out. [example:category is “days” and teacher says “July”]

No Prep Listening Activity for the Whole Class (Jump); French, Spanish

  • Continue tossing the ball to random students around the circle.
  • The same rules apply.  Keep in mind that…
    • If the word, phrase or sentence is on the topic the 2 closest students still standing to the left and right of the student who catches the ball jump.  The one who jumps first stays in.  The other sits down an is out. [example:category is “past tense” and you say “I went to the store.”]
    • If the word, phrase or sentence is NOT on the topic, the 2 closest students still standing to the left and right of the student who catches the ball DON’T jump.  If they jump they sit and are out. [example:category is “past tense” and you say “I go to the store.”]

No Prep Listening Activity for the Whole Class (Jump); French, Spanish

  • When there are only two students remaining the ball is not tossed.
  • The teacher says a list of words, phrases or sentences that may or not be on topic.
  • The first of the two remaining students to jump when they hear the word, phrase or sentence that fits the category wins the game.

No Prep Listening Activity for the Whole Class (Jump); French, Spanish

Once you have played this a few times and students have the hang of it you can choose students to be the one to give the prompts in the middle of the circle.  It may be the winner from the previous round.

This activity works well as a class starter, closer or as a brain break at any time.  It’s also useful for quickly reviewing vocabulary themes before diving into a discussion or follow-up activity.

13: Diving into Comprehensible Input with John Bracey

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:

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