Tag Archives: spanish

ACTFL Core Practices. Students Build Language Proficiency. (SlideShare)

ACTFL Core Practices.  Students Build Language Proficiency. (SlideShare) (French, Spanish) www.wlclassroom.comThe ACTFL Core Practices provide guidelines and methodology for teaching foreign language so that students are using the language to communicate and move beyond simply knowing about the language.   Click through the SlideShare below for more details and examples.

Foreign Language Writing Activities for Aspiring Intermediate Learners

As students grow in proficiency beyond the novice level, where they are parroting language structures and chunks, they aspire to create with language and speak and write on their own.  As teachers we need to provide opportunities for students to create with language.  This can be an intimidating prospect for the novice high/intermediate low language learner.  It is best, in my experience, to scaffold this language creation in a way that makes students feel confident that they are creating messages on their own, but at the same time not feeling too overwhelmed by the process.

Foreign Language Writing Activities for Aspiring Intermediate Learners (French, Spanish) www.wlclassroom.comTo assist students in this process of moving toward creating their own sentences that move beyond memorized chunks of language I made these tactile sentence writing activities.  They are set up to provide some scaffolding in terms of the types of sentences that writers create, while also ultimately leaving the content of the sentence up to the student.

There are two versions of these writing activities.  The first version looks like this:

Foreign Language Writing Activities for Aspiring Intermediate Learners (French, Spanish) www.wlclassroom.com This is how it works. A pencil, a paperclip and a copy of the worksheet are needed to complete this activity. Students place the point of their pencil and a paperclip in the middle of each hexagon. They spin the paperclip by flicking it with a finger. Students write complete, detailed sentences based on the three responses to the spins. Each verb is followed by a question word. Students write an answer to the question word in their sentence.

The second version looks like this:

Foreign Language Writing Activities for Aspiring Intermediate Learners (French, Spanish) www.wlclassroom.com One die or three dice and a copy of the worksheet are needed to complete this activity. Students roll the die three times or roll three dice once.  Students write complete, detailed sentences based on the three responses to the rolls. Each verb is followed by a question word. Students write an answer to the question word in their sentence.

You can download over 20 versions of these writing activities for French and Spanish by clicking on the links below:

 

ACTFL Core Practices

Do you ever find yourself in a conversation where you tell someone that you are a foreign language teacher and the response is something like this, “I had 4 years of Spanish in high school, but I can’t speak a word now.”  Clearly this traditional methodology has not been very effective.  What can we do about this to make sure that 20 years from now our students are not saying the same thing?

ACTFL provides us with Core Practices that guide teachers toward teaching language proficiency rather than simply teaching about the target language.  It comes down to providing students with opportunities to do something with the language and not just demonstrate what they know about the language. Take a look at the 6 ACTFL Core Practices below.

ACTFL Core Practices (French, Spanish) www.wlclassroom.com     ACTFL Core Practices (French, Spanish) www.wlclassroom.com ACTFL Core Practices (French, Spanish) www.wlclassroom.com ACTFL Core Practices (French, Spanish) www.wlclassroom.com ACTFL Core Practices (French, Spanish) www.wlclassroom.com ACTFL Core Practices (French, Spanish) www.wlclassroom.com ACTFL Core Practices (French, Spanish) www.wlclassroom.com

Professional Learning Networks (PLN) for Foreign Language Teachers (SlideShare)

Professional Learning Networks (PLN) for Foreign Language Teachers (SlideShare) (French, Spanish) www.wlclassroom.comProfessional Learning Networks are a great way to get professional development with other foreign language teachers. It is done virtually through social media on the personal time schedule of the individual teacher.   Check out the SlideShare below for details and examples.

Foreign Language Speaking Activity Based on Proficiency Levels (SlideShare)

screen-Foreign Language Speaking Activity Based on Proficiency Levels (SlideShare) (French, Spanish) www.wlclassroom.comThis foreign language speaking activity is based on proficiency level and will get your students using the target language confidently.  Click through the SlideShare below to see how to set it up.

 

Move Students’ Foreign Language Skills from Novice to Intermediate (SlideShare)

Move Students' Foreign Language Skills from Novice to Intermediate (SlideShare) (French, Spanish) www.wlclassroom.comIf you are looking for suggestions and resources to help your students move from novice to intermediate take a look at this SlideShare.

Move Student Speaking and Writing from Novice to Intermediate

At the novice level, students are speaking and writing with single words and lists initially, then move on to chunked phrases.  Her are some examples:

Novice Low/Mid:

  • green
  • apple, banana, orange
  • Josué
  • soccer, football
  • movies, restaurant

Novice High:

  • My favorite color is green
  • I like apples, bananas and oranges
  • My name is Josué
  • I play soccer and football
  • On the weekend I like to go to the movies and to a restaurant

Move Student Speaking and Writing from Novice to Intermediate (French, Spanish) www.wlclassroom.comAs students move up to the intermediate proficiency level they begin to create discrete sentences on their own that move beyond chunked phrases.  This tends to be the most challenging for students as they begin to create with language and are not relying on memorized phrases to chunk together.  Rather than changing the detail after a memorized phrase such as “my favorite ______ is _______” and “I like __________” they are moving on to changing subjects, using various propositions and varying their verb forms and tenses.  Teachers can help scaffold this process for students by assisting them in creating sentences.  Students are often challenged by how to add details to a sentence to make it their own, particularly when writing.

I have found that using question words with students is a simple and effective way to have students add details to their sentences that move from memorized, chunked phrases to discrete sentences that are created by the student.  The more they do this the more they will grow in confidence and begin to do it on their own when writing.

A simple reminder of question words as students  write about a topic will guide them toward writing discrete sentences that they create on their own and and will move solidly on to the intermediate low proficiency level. For example, if a student writes ” I like to swim.” suggest a few question words to help make the sentence a bit longer and more detailed.  With whom?  When?  Where?

This will move the sentence from “I like to swim” to “I like to swim with my friend Julie on Saturday at the community pool.”  The more students get accustomed to adding details this way the more they will do it on their own when speaking and writing.

Here are a few posts I’ve written that have some suggestions and resources for guiding students through this process of moving their speaking and writing from novice to intermediate.  Click on the images to see the posts.

Spanish & French Verb Tense and Sentence Writing Powerpoint Activities

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