Yesterday, I was really excited about how good my students did on a ‘re-write’ activity. Today, I was brainstorming fun ideas for students to be hearing, seeing and reading in Spanish. I created a fun BINGO game to go with the movie talk we’ve been working on. In each square is a sentence from the story. I’m thinking the first time we do it I’ll say the structures in Spanish, and they’ll just have to read and find the sentence. Then the next time, I’ll say the sentences in English so they’re thinking about the meaning of each phrase. I love having fun while learning (teaching)!
My name is Ami …and I have an addiction….to movie talks.
I love them!
Kids love them!
They’re SO engaging!
…and they learn and acquire SO MUCH!
I am constantly astonished how much they can reproduce after frequent structure repetition and circling.
I was on maternity leave for 5 months so in the last 3 months I’ve been trying to squish in as much Comprehensible Input as possible. This week we were reinforcing the words: Pone, Tiene, Lleva, Quiere. We did this through a unit I created based on the youtube video “Carrot Crazy”
I started the unit by pre-teaching some new words such as: Conejo, trampa, zanahoria, suelo, bosque and mochila. Then we circled the story. We reinforced the story daily through circling and supplemental activities I created. One (which perhaps I’ll call…descriptive walk around) students were each given a different picture. They had to walk around the room, find 4 students to describe the picture, and have them sign their paper. It was interesting listening to students give output. Some were extremely impressive. Of course listening to other students provided me with feedback as to which students needed additional scaffolding and which structures I needed added repetition.
All in all…it was a success and gave me warm fuzzy feelings watching my students acquire new structures and phrases!
I keep thinking to myself…there has to be a better way to explain Preterite vs Imperfect verbs! My students often struggle to comprehend the “completed action vs. no definite beginning or end” etc. etc. etc. I haven’t figured out a better way to ‘explain’ it. But I figured perhaps through manipulating the language, identifying the differences, practice, practice, practice, etc., perhaps it’d reinforce the difference and students would be more successful.
I am SUPER EXCITED about the unit I created based on the youtube video “Friendsheep“.
The unit includes a movie script and several worksheets which students will use to practice, identify and discuss preterite vs. imperfect. I made a speaking activity, where students walk around and have other students describe the picture they’re given. I’ll be trying the speaking activity on Monday. Fingers crossed it’s a raving success!