Her passion is inventing new resources that get students reading, writing, and speaking in the target language with increased fluency. Just before the end of class hand out a card to each student and they respond to the prompt and hand it to the teacher (who verifies the answer) as they leave the room. The more precise and vivid the description is the better for our imagining the desk. Ask students to reflect on the types of words, expressions they used for the different audiences. For instance write a poem, a description, a narrative of the table. I have been creating these Zut and Caramba cards for several years. How is the description following the patterns of description in terms of space, function of objects, etc? How many simple sentences are there in the various paragraphs? Give out task cards, on which you tell the students which audience they need to be writing a paragraph describing the teacher's desk in the classroom. The next lesson could be spent re-writing the paragraph again based on the questions asked the last time. Prepare a (simple) map of a town. Folk Tales. What words were used for the various audiences for ...? We need to keep this in mind as well when students write. I am guilty of asking students to "write each vocabulary word in a sentence" when the sentences are… (The marked building on their maps is their house.). Place them so that each student can see them well. Continue until everybody's had each picture. I have used this activity with university students where the pedagogical aim was to raise awareness about the syntactic, lexical and discoursal patterns that differ when we write to various types of audience. Students should be allowed to use notes they generated from the pre-writing tasks. Put all the pictures on the wall/board and ask the students to read one of their sentences. These activities can also be done with language structures such verb tenses, demonstrative and possessive adjectives, direct and indirect object pronouns, adjectives and even comparisons. A task requires the use of the target language in order to complete a task. The purpose of that would be to make students aware of not only the process of writing (drafts) but also the fact that when they are more aware of their audiences, they could manipulate the language they use for the purpose of writing. Word usage is another example. Put various objects that are on your desk at home or in the office apart from the books you normally bring to class, and place them on the table. How to get to my house - giving directions She’s a veteran French and Spanish teacherpreneur, a mom to 2 kids that she’s raising bilingually, and a Fulbright-Hays scholar. If you want to make it into a competition, you can award a point for ech correct guess, and give the author of a description points according to the number of students who guessed his/her description correctly. Ask you students to share their solutions. So, I got to work on a template and used it to create Zut and Caramba cards on lots of vocabulary and language structure topics. Kids practice writing the Arabic letter Fā' in all forms to learn how to create fluid Arabic calligraphy. Foreign language. Apr 25, 2013 - This is a fun and engaging activity that will help students to practice and review the spelling of vocabulary. (adsbygoogle = window.adsbygoogle || []).push({}); Here's a short description of the activities you can find on this page. Type: Target Language Culture. Sometimes I used index cards and a marker, sometimes I just printed out a bunch of pictures. While students were able to produce language rather well with this on-the-fly type resources I wanted to up my game a little with this activity. Foreign Language Teaching Methods: Writing. During-Writing. Are the objects described based on their function or their form, colour, and so on? This activity brings up a lot of further activities attached to this. How many more complex ones? For instance the paragraph could be written for a furniture magazine where you would like to sell this old piece ... or put an ad in the paper about your old table (don't forget to give the name of the paper!) The audience could be the following: your grandmother; your Make as many copies as the number of students in your group. Different audiences - raising awareness for difference in language use for different audiences and/or different purposes Of course there are numerous variations to this activity. Reflections How is the description following the patterns of description in terms of space, function of objects, etc? This activity brings up a lot of further activities attached to this. How many (and what kind of) adjectives are there in the paragraphs? So, I got to work on a template and used it to create Zut and Caramba cards on lots of vocabulary and language structure topics. Preliminary step When students get back to a whole class format, ask the following questions (or similar to these being very focused on content, form and discourse features): What words were used for the various audiences for ...? sister/brother who is 4 years old; the principal of the school; a scientist; your fellow student; your teacher; your sister/brother who studies Economics at the University, etc.

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