Archive for the 'Speaking' Category

90 Mobile Learning Modern Language Activities ebook

90MobileLearning.SHaving been both a  technology integration teacher and a district technology administrator, I realize that teachers accept and implement a technology when they feel that the technology will help their students to learn and it is easy to implement. Often times, teachers have no idea of how to to use the technology in their classrooms.  Frequently, professional development gives general examples such as those from the technology company but it does not provide examples specific to a subject area. As I thought of how to help more teachers integrate mobile learning into their classes and, particularly, their modern language classroom, I decided to create a book which shows a wide variety of mobile learning activities.

I focused on a book  to improve  to students’ modern language communication and culture awareness through mobile learning tools and apps. I developed  in-class and out-of-class learning in fourteen different categories of mobile learning (mobile pictures, internet search, internet image search, timer, poll and survey, QR code, voice and video recording, phone, video chat, media, apps, texting, twitter, Facebook, Wikis and Websites).

Over 70% of these interactive mobile activities help develop students’ speaking skill; other language activities include listening, reading, writing and assessment.  The students participate in authentic culture through these mobile activities.

I developed mobile activities  that are easy to integrate.

Please share this ebook link (http://bit.ly/90mlact) with your modern language teachers, modern language chair,  professional development person, and technology integration person to help them see the many ways to use mobile learning in modern languages.

My three formative assessment books, Formative Assessment: Responding to Your Students,  Improving Foreign Language Speaking Through Formative Assessment, and Successful Student Writing Through Formative Assessment, are available at   http://is.gd/tbook

My modern language blogs are  now at  http://bit.ly/imprml

I have developed 25  Spanish activities  and 4 Modern Language Visual activities that allow students to begin to express themselves in the modern language and to begin to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

World Language Students’ Scaffolded Speaking Output With Substitutions

We teach world languages so that our students can speak it yet we do not teach them  how to speak.   Students identify  speaking in the foreign language as creating the most anxiety in language learning.    Young, D. (1990). “An Investigation of Students’ Perspective on Anxiety and Speaking.” Foreign Language Annals. 23:539-553

Krashen explained the importance of input, students listening to us as we speak the target language; however, he stressed that comprehensible output is the goal of language acquisition.  Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth: Heinemann.

The world language teachers’ overemphasis on input, their talking in the classroom, creates a myth of promoting  student speaking.

I watched many Olympic swimming events. I watched for many hours. Can I swim any better now than  before watching them? No!
I watch musicals on TV, go to musicals in theaters,  and listen to choral groups.  Can I sing any better now with all that input? No!
Every day I  watch marathon runners go past my house early in the morning.  Can I run faster and do a marathon from all their input?  No!

Input provides the initial sounds, sentence patterns, etc.  for students.  However, students have to move to guided  or scaffolded output so they can produce the sounds and,  more importantly, the sentences to converse with one another.  Students do not  magically go from hearing our speaking to their conversing in the target language.  We need to give them some assistance as they begin to put together sentences.

One technique is to provide the students with  modern language sentences which contain choices. They select what they want to say from the available words/phrases. They say what is meaningful to them through the selection of words/phrases. They do create sentences on their own.

Scaffolded sentences provide a starting point for narrating and conversing.  In one substitution  exercise, the students change an underlined word to be true for them  such as  “I live in Syracuse.”   For example, I have for Spanish students a “Tell Me about Yourself Activity” in which students say 13 changes, 22 or 34 changes to tell about themselves (Spanish Tell Me About Yourself Substitution Sentences).  In another variation, the students change a word in over 30  questions such as  “¿Te gustar jugar al béisbol?” in Spanish Conversation Questions Spontaneous Speaking Partners .   Once  students do these scaffolded sentences, they better understand how they can recombine sentences and questions to converse with one another. They move toward spontaneous speaking.

My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card), Structured Speaking (Students substitute in or select words to communicate),  Role Playing (Students talk as people in pictures or drawing) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas),  Spontaneous Speaking (based on visuals or topics),  and Grammar speaking games. Available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books:   http://is.gd/tbook

Formative Assessment +Technology = Foreign Language Speaking Fluency ISTE 2012

Formative Assessment: continual improvement from where the modern language students are at present  to where we want them to be in their speaking through monitoring, giving feedback and providing time for improvement
Students speaking -> formative feedback ->  students speaking -> formative feedback -> speaking fluency

Technology: Motivates students since they talk about real things;  brings the  foreign language students’ world into the class and allows students to see the world of the new language area
Student talks about the teacher’s digital pictures or Flickr pictures  from target language area with question words data sheet
Student talks about the teacher’s digital pictures or Flickr pictures  from target language area  with a conversation data chart
Student talks about student taken picture posted to class Flickr account  for student’s number of consecutive sentences data list
Student talks about student taken picture  for conversation about last weekend with a conversation data chart
Student tells about his/her house using phone picture while partner monitors using a speaking chart
Student talks about a party, records it inVoki , moves it to wiki page where the student writes suggestions for improvement
Spreadsheet for analyzing students’ speaking per speaking function overtime.

Foreign Language / Modern Language Speaking Fluency (Spontaneous Speaking)  Students go from memorized sentences/dialogues to speaking spontaneously about common topics through scaffolded exercises that continually provide them with new speaking strategies. The students  demonstrate language fluency through speaking with minimal pauses about a new topic with no preparation.

Mobile learning (mlearning) Mobile Assisted Language Learning (MALL)

Two Youtube videos  on the importance of speaking in modern language class http://bit.ly/mlspeaking and of monitoring students’ speaking http://bit.ly/MLFAP2

A few technologies for modern language students to demonstrate their  speaking so they can receive feedback for improvement  Harry Grover Tuttle
https://eduwithtechn.wordpress.com
Pictures – on phone/mobile learning device
Picture + music Animoto
Picture + voice Voki (avatar), Fotobabble, Audioboo
Pictures + voice Yodio
Voice – phone call / leave a message
Voice recording – phone/ mobile learning device
Video recorded – – phone/ mobile learning device
Live video – Skype

Other resources:

Free Flickr Images for common vocabulary collected by my students for full info go to Blog, http://wp.me/p262R-De  1) Go to http://www.flickr.com, 2) click on the word Search, 3) click on Tags only, on the right side of the search box, 3) then, enter spancon +(subject) such as spancon +casa– search the blog for the full listing. No words, just pictures. Can be used in any language for quick vocabulary review using real objects and for speaking in short sentences.

Improving Foreign Language Speaking Through Formative Assessment. Larchmont, NY: Eye on Education. My book includes a procedure to assess all students in the class in just three minutes. It provides, for each of fifteen language functions such as socializing, asking for and giving information, and explaining, ten different speaking strategies to help students to improve. http://bit.ly/Tutbks.  Also, my Formative Assessment Responding to Your Students, and    Student Writing Through Formative Assessment books. If you did not get a discount for the books at the session, please email me.

My 20 Spanish spontaneous speaking activities such as Modified Speed Dating -AR verbs, Modified Speed Dating -Leisure/Sports, Spanish Conversation Topics- Partners, Multiple Sentences Board Game, Describing a friend, Talking about classes, Preterite Game & Speaking, and Clothing Spontaneous Speaking Mat are available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

Search for modern language or foreign language on my blog https://eduwithtechn.wordpress.com


Scaffolding Modern Language Speaking For Fluency Through Questions

In the Modern Language / Foreign Language  class, speaking is the least developed skill .  Teachers may spend much time in teaching a new grammar concept but they usually do not spend that same amount of time in helping students to become better at speaking. One way to help students improve their oral communication involves scaffolding their speaking from very structured speaking to  spontaneous speaking.

Students can start off by  looking at a sheet  of questions and asking one of  the written basic target language question such as “How are you?” and   “Where do you live?”to their partner who answers. Then, the partner  asks them a different question from the sheet. They continue asking and answering for many questions.   A next baby step incorporates the students modifying these basic questions.  I have included  italicized words  for  Spanish students to change (http://bit.ly/squestc).  For example students might change ¿Cuántas clases tienes? to  ¿Cuántos libros tienes?

After students have reviewed question words, they can ask question words about   randomly given common topics such as school and home.  Their partner checks to see which question words they used and tells them which they did not use.  As students develop their ability to ask questions about a topic, their partners answer these questions (http://bit.ly/squestw).

Next,  the students move on to asking and answering questions about a  common topic as presented through a graphic such as clip art picture of a girl at a birthday party or  a family at a beach. The  students randomly select the topic to speak about and begin to have their conversation about the topic (http://bit.ly/scontop)

As students become proficient at asking a wide variety of questions and answering those questions, they increase in their ability to speak. They become more fluent; they begin to speak spontaneously.

I have 20 Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook  including Improving Foreign Language Speaking Through Formative Assessment

Spontaneous Speaking in Modern Languages – Not Just Saying Grammar Exercises

I recently heard a modern language teacher brag about how much speaking her students did in the classroom. She said that her students orally did every book grammar exercise. She was amazed at how much they were speaking.  Yes, the students were orally saying the grammar exercises but they were not spontaneous speaking.  They could do the exercises perfectly but they could not use those  grammar concepts in their own conversation about a topic.  I asked her how closely the exercises resembled a real world conversation and she countered that the students  had to know every grammatical form to be able to communicate.

To change grammar exercises to real speaking, we have to ask ourselves, “How would a target language person  use this grammar point in an authentic conversation?” and try to duplicate that in the classroom.  We can start our students off with just responding to their partners. For example, in teaching the Spanish preterite tense, students can start on their path to  spontaneous speaking by seeing a long list of common verbs, selecting 10 verbs that describe what they did do in the past and then saying a past time word like yesterday or the past week  and the verb in   the “I” form.  I always have my students  do at least a three part sentence (Past time word +subject/verb +what or where or how such as “Yesterday I ate at McDonalds.”  As a student says the sentence to his/her partner , the partner agrees or disagrees by repeating it or modifying it; a modification may be “Yesterday I ate at Burger King.”,  “Last week I ate at McDonalds.”, or “Yesterday I ate two hamburgers and French Fries at McDonalds.”  Once students realize that their partners are listening and responding to what they say, they begin to make more realistic sentences.  Then the partners say a sentence and the listening students respond. They alternate until they each have said eight sentences. By saying their sentences and having their partners respond, they find out more about their partners. They start to use  language in an interactive manner where they have to listen carefully to their partner and respond accordingly.

Harry Tuttle has  over 15 Spanish spontaneous speaking activities at Teacherspayteachers: http://bit.ly/tpthtuttle

Tuttle’s formative assessment books:   http://is.gd/tbook

Modern Language Spontaneous Speaking Find Someone Who +

Many modern language/ foreign language teachers use a form of the common Find Someone Who activity to get students speaking. For example, the teachers may ask, in the target language, for the students to  find someone who has five pens, has two books, has a blue notebook or find someone who sings, bikes, swims, etc.  Students enjoy asking each other questions and hearing the answers. Usually, the answering student simply repeats the question as a sentence.

However, with just a slight modification, this modern language activity can turn into more spontaneous speaking.

1) Usually, if the answering student answers in the negative, Do you swim?  No, I do not swim, then  the asking student moves on to another student. In a variation, if  the student answers No, he changes his/her answer to be a positive.   Do you swim? No, I do not swim.  I do bike or No, I do not swim.  My father swims.

2) When a student answers in the positive, he /she adds at least one more piece of  information.  Do you swim? Yes, I swim when it is hot,  Yes, I do swim in Lake Ontario, Yes, I swim with my friend, Bob.

3)  When a student answers in the positive, the asking student asks a follow-up question such as Where do you swim?  When do you swim? The answering student answers the additional question.

4)  After the answering student answers, the asking student agrees, “Me too” or Me neither” or  disagrees, “I do not like to swim.”

How do your get your modern language students to speak spontaneously?

I have  nine + Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Spontaneous Speaking in Foreign Language/Modern Language: Contrasting Spontaneous Speaking to Structured Speaking

There are two very different types of speaking in the modern language  or foreign language classroom.

Very structured speaking- mechanical speaking

…. Focuses more on the correctness of vocabulary and grammar than on the actual content. “What did you buy on Monday? I bought shoes. What did you buy on Tuesday? I bought a blouse.”

…. Uses the same vocabulary and grammar of the question in the answer. “Does she go to the store? Yes, she goes to the store.”

… Uses convergent questions (When? Where? Who?) which only have a few limited answers. Each answer is highly predictable.

… Often has different forms of the same verb in subsequent statements/questions. “I go to the store. My father goes to the store. My brothers go to the store.”

… Limits the questions/ statements to one topic such as places such as in the following fill-in-the-blank exercise. “I go to the store. I go to the mall. I go to the park.”

… Does not follow the logical order of a conversation in subsequent sentences/ questions but these sentences/ questions exist only to practice the indicated grammar or vocabulary. “Where is the bed? It is in the bedroom. Where is the stove. It is in the kitchen.”
… Is not interactive except in that the partner asks a predetermined question which the person answers.

… Is not personal. Usually a student does not express his/ her own opinion but follows the prescribed format.

… Most like a textbook/ workbook exercise

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Spontaneous speaking / free speaking

… Focuses on the actual meaning/content of the answer, not on the form (grammar or vocabulary). “Do you like winter? No, I hate it.”

… Uses different words in the answer or subsequent statements. “How was class? I took a test.”

…Uses divergent questions (Why? How? which leads to a huge array of possible answers. The answers probably are unpredictable. “Why do you think the team will win”?
… Moves the conversation/ monologue forward through subsequent statements/questions “After I left school, I went to my favorite restaurant. I had two hamburgers with fries.”

… Guides the conversation /monologue through many related topics. Students may start talking about school, then talk about sports, and then talk about things they will do this weekend.

… Requires the partner to react with the conversation. There is give and take during the conversation. “I thinking of going to a horror movie. How does that sound to you?”

… Is very personal. The speaker offers his/her opinions and views and tells how he/she does something. “ I never order onions on my pizza. I do have double cheese.”

… Most like a real conversation.

Do your  modern language/ foreign language students do more spontaneous speaking or structured speaking?

I have Spanish activities that lead to spontaneous speaking at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Improving Foreign Language Speaking Through Formative Assessment, New Book

 

Improving Foreign Language Speaking Through Formative Assessment

 

By Harry Grover Tuttle and Alan Robert Tuttle

Want a quick way to get your students conversing more in the target language? Want an easy way to help your students improve in their speaking on a daily basis? This practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students’ fluency.

You’ll learn how to:

  • Help students climb the ACTFL proficiencies
  • Guide students as they develop in over sixteen language functions such as socializing and persuading
  • Embed the three-minute speaking formative assessment into every lesson with ease
  • Engage students successfully in peer formative assessment
  • Teach students to give each other formative feedback
  • Provide struggling students with over ten improvement strategies for each language function.
  • Engage students in over 170 speaking activities.
  • Use Web 2.0 tools to foster speaking
  • Move from summative assessment to daily or weekly formative evaluation of speaking

Each speaking assessment include instructions, the assessment form, extension activities, speaking topics, and at least ten strategies for improvement. There are ready-to-use checklists including the “I Can” log that helps students plot their own progress.

Research has confirmed that when teachers use formative assessment, students can learn in six to seven months what would normally take a school year to learn. You’ll find yourself using this book every day because of the gains your students will achieve in foreign language fluency.

These speaking assessment energize the class as the students have the opportunity to use a language function for a full minute. The students use language instead of practicing it.

Please share with your Modern Language teacher, Improving Foreign Language Speaking Through Formative Assessment

Improve Speaking Fluency With Formative Assessment -Presentation Notes

Improve Speaking Fluency With Formative Assessment
Harry Grover Tuttle, Ed. D

Importance of Speaking:

Reasons for increasing the amount of student speaking in the classroom:

Formative Assessment (Tuttle, 2011): The process of helping students to immediately move forward from their present diagnosed learning to the expected learning.

Formative Assessment process:

Student response → Monitor → Diagnose → Give feedback → Time to incorporate feedback →

Re-assess → Celebrate success

Formative assessment create a culture of success, of constant improvement

Base speaking on ACTFL Proficiency Guidelines

Focus on language functions, not topics, such as socialize, ask questions, persuade, …

Use peer assessment to maximize assessment

Provide speaking assessment for fluency: Identify the specific language function and level.

Frequent short assessments that provide immediate feedback

Do a peer assessment in groups of two

Supply multiple strategies for speaking improvement for a language function

Narrate – Identify three strategies for describing what is happening in a visual

1

2

3

 

Have different speaking formative assessments:
1 Narrate a visual
2 Ask and answer questions – Walk
3 Tell preferences – 3×5 cards
4 Tell a story – Image
5 Give info -Ws
6 Mystery/Gap – Visuals
7 Provide rich details – Fluency +Variety


Resources:

Tuttle, H. G. (2012). Improving Foreign Language Speaking Through Formative Assessment

Larchmont, NY: Eye on Education. Description of book: http://wp.me/p262R-z0. Website:

Tuttle, H. G. (2009). Formative Assessment: Responding to Students. Larchmont, NY: Eye on Education. Website:

Teachers Pay Teachers. (Website of Teacher Created Resources -with some speaking activities I ‘ve made) http://www.teacherspayteachers.com/ Search for Harry Tuttle

Using Modern Language (FL) Apps Even When …

I have written a blog about identifying and categorizing Spanish apps. As I’ve been thinking about the present state of modern language /foreign language apps, I’ve realized that the inadequacies of these language apps present great learning opportunities for our students.

Students can look at and do a vocabulary or phrase modern language app /foreign language app such as Learn Spanish ((Droid) or Hola (Droid)

Then

– Students can analyze what important vocabulary is missing from the topic and make a supplementary list. For example, the housing category may have tableware but not bed or chair.

– If the app only presents individual words, the students can create a meaningful target language sentence or question for each word. For example, for the word “lake”, the students may ask “What is your favorite lake?”

– Students can analyze what important phrases or questions are missing and can create those lists. They may see look at a “time”category but they find that the question “When?” is missing. They make up a question using that question word.

– They can analyze what important topics are missing from the app. Perhaps the app has housing and animals but does not have occupations and city places.

– They can see how many meaningful sentences they can create from the present vocabulary list.

– They can answer any questions given in the app. For example, they can answer “How much does this cost?” with the price of a shirt.

– They can rearrange the questions or statements to create a logical conversation about the topic.

– They can think of a typical language task for a topic such as having a dirty spoon on the restaurant table and use the existing sentences and add others to be able to get a clean spoon.

In this way, students go from consumers to producers. They analyze what they are doing to see what is missing. They think about critical vocabulary, phrases, and topics instead of simply doing a drill program. They do not just repeat but they answer or comment on. They build on. The students become language users!

How do your students deal with modern language apps that do not do everything  well?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Creating Formative Feedback “I can” sheets

One way to help students and to help ourselves is to create “I Can” sheets which also list the formative feedback strategies so that we do not have to list them each time. We can use a student’s “I can” sheet and circle which formative feedback we feel will be most appropriate or have the student select. We have to verify that each activity will lead to improved learning.

For example, this partial “I can” list can be expanded to include formative feedback

___I can identify items in a topic/situation.

–I can make statements about a topic/situation.

___I can ask questions about a topic/situation

For a Spanish student who has trouble with talking and particularly talking about a topic with a visual, the “I can” statement can be expanded:

–I can make statements about a topic/situation from a visual
by describing
each person by clothing (shirt, shoes) and/or by personal description (tall, thin…),
each object by its description (color- red, shape-round) and what it is used for (There is water in the glass).
what actions are in the picture (shop, buy, sell, walk)
the nature (tree, bird) and the weather (sunny)
by saying as much as I can about any object or person before I go to the next person or object.
by listening to other students as they describe a visual and them imitating them or listening to sample speaking podcast.
by watching the “Spanish speaking” YouTube video where the instructor shows how to speak about a visual as you “read” it

By creating formative assessment “I can” sheets, we already have numerous possible formative feedback from which to select.

Do you do “I can” sheets with formative assessments so your students “Can”?

Escuela- Hispanic School Pictures from Flickr

Share these with your Spanish teachers so they can promote language use through talking and writing about hispanic schools through flickr images.

Ninos a la salida de la escuela Punta Cana. Republica Dominicana
http://www.flickr.com/photos/burtonez/273321085/

la Escuela de Lenguaje en Las Palmas
http://www.flickr.com/photos/hortensia/186009195/

Escuela de Flamenco, Cordoba, Espana
http://www.flickr.com/photos/barthelomaus/129380157/

escuela de uros, Lake Titicaca ,Peru
http://www.flickr.com/photos/28148072@N00/73302011/

Escuela Rural, Republica Dominicana
http://www.flickr.com/photos/daquellamanera/74820634/

Estudiantes en la calle, San fermines, Espana
http://www.flickr.com/photos/daquellamanera/888581808/

escuela lic. “francisco aranda” Avenida Cedeño. San Juan de los Morros. Estado Guárico. Venezuela.
http://www.flickr.com/photos/xolkan/1294975980/

Escuela D190 12/2004, La Florida, Santiago, Chile
http://www.flickr.com/photos/monky/353105663/

Escuela D190 12/2004 La Florida, Santiago, Chile
http://www.flickr.com/photos/monky/353768937/

Educación autónoma y popular! Muro de la Escuela Autónoma Rebelde Zapatista en la comunidad de San Juan de la Libertad. Chiapas, Mexico
http://www.flickr.com/photos/joserevueltas/576088432/

Revista de Gimnasia Escuela N.o 3, Ovallito, Chile
http://www.flickr.com/photos/ovallito/45500626/

 

Spanish Street (calle)Scenes Photos from Flickr

Here are a variety of hispanic streets. Please share with your Spanish teacher so that he/she can help the students to improve their speaking and writing through visuals.

CALLE

Calle de las flores, Andalucia, Espana
http://www.flickr.com/photos/guijarro85/1172646698/

Calle Zamora decorada para la navidad, Salmanca, Espana
http://www.flickr.com/photos/marioquartz/311952341/

Calle feliz, Iquitos Loreto Peru
http://www.flickr.com/photos/pierre_pouliquin/267491002/

Calle que lleva nuestro nombre, Montevideo, Uruguay
http://www.flickr.com/photos/car_tav/342443115/

Calle Obispo with the Hotel Ambos Mundos (Hemingway’s haunt), Havana, Cuba
http://www.flickr.com/photos/paulmannix/314096627/

Calle Santa Isabel, Madrid, Espana
http://www.flickr.com/photos/photocapy/399184789/

Calle del leon (hisortia, Madrid, Espana
http://www.flickr.com/photos/nafria/411676144/

Fútbol en la Calle 26 de Marzo #8, Montevideo, Uruguay
http://www.flickr.com/photos/cuducos/1633470952/

Calle del diamante, Xalapa, Mexico
http://www.flickr.com/photos/63095335@N00/361694634/

Frutería. Calle San Esteban. Sevilla, Espana
http://www.flickr.com/photos/gonzalez-alba/1458921303/

A stall in Calle Heredia, Santiago de Cuba, Cuba
http://www.flickr.com/photos/barrycornelius/802221898/

Pinturas en la Calle El Conde, Santo Domingo, República Dominicana.
http://www.flickr.com/photos/tecnorrante/99238955/

Other Spanish (Hispanic) images:

 

Spanish streets – Calle
https://eduwithtechn.wordpress.com/2007/10/30/spanish-street-callescenes-photos-from-flickr/

Spanish sports –Deporte
https://eduwithtechn.wordpress.com/2007/10/19/spanish-sport-deporte-pictures-from-flickr-for-student-conversations/

Spanish transportation Transportes
https://eduwithtechn.wordpress.com/2007/09/26/spanish-language-transportes-transportations-from-various-hispanic-countries/

Spanish restaurant Restaurante
https://eduwithtechn.wordpress.com/2007/09/16/restaurant-pictures-from-flickr-for-spanish-and-other-language-conversations/

If you have ideas you would like to share about the problems that students have in being fluent speakers and, if possible, the possible solutions, please add as a comment.  For example,  some students can not keep a conversation focused on the topic – a solution is to start them with a series of pictures about the topic or for them to focus on a specific problem such as an ordering problem in a restaurant.

Formative Assessment for Asking Questions in World Languages and ESL

Speaker and Listener with Formative Feedback

World Language teachers (Spanish, French, Germany, Chinese, Italian, etc.) and ESL teachers want their students to become fluent in the language. However, often they have no easy way to measure the students’ fluency nor the time to listen to each student. A solution is to have students practice in groups of two with their partner providing some formative feedback according to a checklist or collection form.

1. A student is to ask ten questions about a picture in a minute while her/his partner counts the questions. At the end of a minute, the partner gives feedback to the speaker such as “You asked nine questions. What else could you ask about …..? The partner points to a place, object or person that the speaker did not ask a question about.

2. A student is to ask all the question words about the picture. Her/his partner checks off each question word on the list as the partner says it. At the end of a minute, the partner gives the feedback such as “You used all the question words.” or “You used all the question words except Why? What is a Why question for this picture?”

3. A student is to ask and answer all the question words for a picture. His /her partner checks off each question word on the question column and checks off the answer-the-question column. At the end of the minute, the partner gives the feedback such as ” You asked and answered 4 questions. You did answer the question “When..” but what other answers are possible for that question?”

4. A student is to ask complex questions about a picture such as “What color is the table that is next to the door?” or “How many people who are standing have red shirts?” within a minute. Her/his partner checks off the question word column and the complex sentence column and gives feedback such as “You said four complex sentences about the picture. One question ‘Where is the girl?’ was not a complex question. How could you make it one? or “I did not understand your question about the food, could you please say it again?”

5. A student and his/her partner have a conversation about a visual. The first student is a reporter and the second student is a person in the visual. The second student jots down a slash for each question that the reporter asks and one for each answer he/she responds to. At the end of the minute, the non-reporter reports back on how many questions were asked and answered. The two students brainstorm how they could generate more meaningful questions about the visual. Then they do the same activities, after switching roles, for another visual.

How else can students give each other formative feedback on their speaking? Please share your additional ideas on how students give each other formative feedback in your subject area. I’m writing a book and would like more examples than the ones I generate.

(My 365th blog)

Harry Grover Tuttle©2007

Spanish Language Transportes (Transportations) From Various Hispanic Countries

As a Spanish teacher you can use the following Flickr images to show your students the variety of transportation in Spanish speaking countries. These images also provide great speaking and writing opportunities. If you do not teach Spanish, please share with your Spanish teacher. Gracias.

bus
El tranvia -Buenos Aires, Argentina
http://www.flickr.com/photos/91324818@N00/802535625

Transporte popular – Santiago Atitlan, Guatemala
http://www.flickr.com/photos/hectorgarcia/512839552/

Transporte publico 2 Tijuana, Mexico
http://www.flickr.com/photos/rupertrocks/298421839/

Transporte ecologista-Malecón, Centro Habana, Cuba
http://www.flickr.com/photos/43732446@N00/119137013/

Transporte – aeropuerto, Madrid, Espana
http://www.flickr.com/photos/daquellamanera/517876985/

Transporte – Parque Tezozomoc, Azcapotzalco. Mexico
http://www.flickr.com/photos/subzonica/170853679/

Transporte publico taxco-Mexico
http://www.flickr.com/photos/reinitamateur/74845493/

Transporte publico -Monterrey, Mexico
http://www.flickr.com/photos/renguerra/4805782/

Servicio de bicicletas – Sevilla, Espana
http://www.flickr.com/photos/torchondo/876183183/

El transporte -Habana, Cuba
http://www.flickr.com/photos/renguerra/4805782/

Medio de transporte-izabal, Guatemala
http://www.flickr.com/photos/cvander/8661198/

Imagen -transporte Valparaiso, Chile
http://www.flickr.com/photos/rjohnsonh/354884357/

What other flickr images have you found for Hispanic transportation?

Other Spanish (Hispanic images) for conversations or writing

Spanish streets – Calle
https://eduwithtechn.wordpress.com/2007/10/30/spanish-street-callescenes-photos-from-flickr/

Spanish sports –Deporte
https://eduwithtechn.wordpress.com/2007/10/19/spanish-sport-deporte-pictures-from-flickr-for-student-conversations/

Spanish restaurant Restaurante
https://eduwithtechn.wordpress.com/2007/09/16/restaurant-pictures-from-flickr-for-spanish-and-other-language-conversations/

 

Spanish Language Menu
https://eduwithtechn.wordpress.com/2007/08/30/learning-hispanic-culture-through-spanish-language-menus/

 

 

 

Restaurant Pictures From Flickr For Spanish and Other Language Conversations

Here are a few restaurant pictures from various Hispanic countries so that your Spanish students (and other students) can practice their conversation skills. If you are not a Spanish teacher, please share them with your Spanish teacher or other language teacher.

Restaurante rojo, Mexico
http://www.flickr.com/photos/daquellamanera/557236325/

La Vita e Bella (Italian Restaurant en Madrid Espana
http://www.flickr.com/photos/97445131@N00/611503369/

El rico pulpo en Carballo, Espana
http://www.flickr.com/photos/comcinco/218469076/

Arte Vida en Espana (beach restaurant)
http://www.flickr.com/photos/gaspars/442433335/

Desayuno 1 de enero,Colonia, Uruguay
http://www.flickr.com/photos/luisjoujr/86609684/

 

Calderitas, Mexico Restaurante
http://www.flickr.com/photos/seanlloyd/44106692/

Restaurante, Acapulco, Mexico
http://www.flickr.com/photos/bambino/225597017/

Restaurante , Buenos Aires, Argentina
http://www.flickr.com/photos/aldoalexandre/47880808/

If you know of online pictures of Hispanic restaurantes, please share.

Other Spanish (Hispanic images) for conversations or writing

Spanish streets – Calle
https://eduwithtechn.wordpress.com/2007/10/30/spanish-street-callescenes-photos-from-flickr/

Spanish sports –Deporte
https://eduwithtechn.wordpress.com/2007/10/19/spanish-sport-deporte-pictures-from-flickr-for-student-conversations/

Spanish transportation Transportes
https://eduwithtechn.wordpress.com/2007/09/26/spanish-language-transportes-transportations-from-various-hispanic-countries/

 

Spanish Language Menu
https://eduwithtechn.wordpress.com/2007/08/30/learning-hispanic-culture-through-spanish-language-menus/

 

 

 


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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