The following reading sequence engages students in reading activities that not only help with their foreign language skills, but also contribute to their overall reading and writing ability.
Regarding reading activities, it is important to keep the following in mind:
- Reading comprehension is not a memory task.
- Follow-up activities should engage the reading during and after the reading process (with access to text as needed)
- Learner comprehension of a text is often more advanced than their read-aloud level.
It is best to engage students through Reading Station Activities. Here are a couple of guidelines to help guide the process:
- Begin with a short text with enough details to challenge the learner.
- Include new vocabulary.
- Include lots of familiar vocabulary.
- Readings should get progressively more detailed (vocabulary and structure) as students are exposed to new language elements.
Once the students have read the text either as a class, independently, or in groups, they will move on to station activities. Remember, the purpose of the station activities is to help the student understand the text, so don’t spend too much time making sure that the students all understand the text before moving on to the station work.
In terms of room set-up and student flow, try the following:
- 5-8 stations works well.
- Depending on the number of students, they may work alone or in groups.
- Each station should engage the comprehension of the text in a different manner.
- Students choose 3-4 stations (2 if they choose a challenging one)
Task-based activities are activities that require the use of the target language in order to complete a task. The goal is the completion of the task, though the expectation is that the target language is being used to complete it. We often create activities for our students that focus more on practicing language than on using the language. Language practice can be beneficial, but we need also provide students with opportunities to do something with the language.
Linguist and second language acquisition specialist, Bill Van Patten, describes “exercises” as activities that focus on language mechanics and often use language out of context. “Tasks,” in contrast, are activities that have a product, goal, objective or outcome that require using the target language to achieve it, but are not focused on mechanics. With tasks the goal is independent of language. Research overwhelmingly shows that language used in context is most beneficial to language acquisition. Tasks are an effective way of providing communicative activities to students.
Here are some examples of Task-Based Activities in the Foreign/World Language Classroom:
The teacher begins by cutting the strips of paper on the dotted line and giving five students a slip with two pictures on it. These students go to the front of the class without revealing their pictures to the rest of the class.The other students in the class each receive the first sheet and begin by writing down the names of the five students in the front of the room. One at a time members of the class take turns trying to guess who has which picture on their sheet. All students record the answers as they are given. An order of students should be established by the teacher and this order will be repeated until a student has correctly identified all the people/pictures on his/her turn. If the answers are not correct the questions continue. Students should be informed that each person has only two pictures and that no two people have the same picture.
All players start at “Début” or “Comeinzo.” Taking turns, each player rolls the die and moves the number of spaces rolled. The object is to land on the numbered boxes in the correct order (1-12). They can move in any direction, but they can’t use the same box twice in a turn. They can share a box with another player. The winner is the first player to land on square #12. The game can be made longer by having players return to “Début” or “Comienzo”and work toward #12 a second time.
Begin by distributing 6 cards to each player. The rest of the pile remains face down in the middle. Player 1 starts the game by asking any player if he has a card (picture or verb form) that he needs to complete a family (Half Dozen). The player may only ask for cards for a name that he has in his hands. If the player asked has the card, he will give it to player 1. Player 1 will ask again. If the player asked does not have the card, he will say “Pioche” or “Recoge” and player 1 will take a card from the pile, and play will continue with the next player.When a player collects all 6 pictures or all 6 forms of a verb, he announces it to the group and puts the cards down for everyone to see. When there are no more cards in the pile, the game continues without players picking up new cards. The player with the most names completed at the end of the game wins.