Sequencing activities From drilling to meaningful communication a
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Sequencing activities From drilling to meaningful communication
a) Drilling Imagine that you are teaching the chapter that introduces -AR verbs. You found the following activity. Would you make any changes to it before using it in class? What would you change and why? 1. Mis amigos y yo ___________ (navegar) en el Internet. 2. Yo ___________ (escuchar) música country. 3. Tú ___________ (bailar) con tu novio. 4. Nosotros ___________ (montar) a caballo. 5. El profesor ___________ (hablar) antes de empezar la clase. 6. Mi abuela ___________ (cantar) en la ducha. 7. Usted ___________ (trabajar) cuidando niños. 8. Mis amigas __________ (nadar) en la piscina.
Suggestions: 1) Eliminate words that students do not understand use cognates and the vocabulary that has been presented. 1. Mis amigos y yo _______ (navegar buscar) información en el Internet. 2. Yo _________ (escuchar) música country. 3. Tú _________ (bailar) con tu novio amigos. 4. Nosotros _________ (montar caminar) a caballo. en el parque. 5. El profesor ________ (hablar) antes de empezar la clase en español. 6. Mi abuela __________ (cantar) en la ducha música de Argentina. 7. Usted __________ (trabajar) cuidando niños en una universidad. 8. Mis amigas _________ (nadar) en la piscina el océano.
2) In the previous activity students do not need to know the meaning of any of the words. Design activities where they need to understand the context. bailar buscar caminar cantar escuchar hablar nadar 1. Mis amigos y yo __________ información en el Internet. 2. Yo ____________ música country. 3. Tú ___________ con amigos. 4. Nosotros ___________ en el parque. 5. El profesor __________ en español 6. Mi abuela __________ música de Argentina. 7. Usted ___________ en una universidad. 8. Mis amigas __________ en el océano. trabajar
3) Is it possible to add cultural meaning to your activity? 2. Yo soy de Cuba y ___________ salsa y merengue muy bien. 5. El profesor es de Perú y ________ español y quechua. 8. Mi abuela es de Argentina y _________ tangos, la música de Argentina. NOTE: Whenever you design an activity, try to create a full context rather than random sentences, if at all possible.
4) Great! Your students understand the meaning of the words and can fill in the blanks with conjugations. What is the next level and how do you take them there? Design TWO activities that involve communication at a realistic level. ***Remember that students cannot use structures that they have not learned. ***
bailar to dance buscar to look for caminar to walk cantar to sing comprar to buy enseñar to teach escuchar to listen esquiar to ski estudiar to study hablar (por teléfono) to talk (on the phone) llamar to call llegar to arrive mirar (la tele) to look, to watch (tv) nadar to swim necesitar to need practicar to practice preguntar to ask regresar to return tomar to take, to drink trabajar to work viajar to travel
5) Time to test the students! What are your expectations? What kind of skills and knowledge do you want students to demonstrate? Does you tests reflect what you have done in class? Do they require students to do a variety of tasks that go from drilling to using in a communicative context?
