Authentic language? Check. Gets students speaking? Check. An element of fun? That, too. This resource engages students in the game of Battleship, allowing even beginners to communicate exclusively in French. Players use numbers and letters to play--perfect to get beginning students speaking, listening, and understanding French. Students play in pairs, which means everyone uses the language. Students are also exposed to authentic French culture, since terms used come from the French version of the real game. This is a great info-gap activity to get beginning students speaking confidently.
I use this resource in the first weeks of junior high and high school French I, as soon as we've covered the alphabet and numbers. I love getting students speaking right from the beginning.
Téléfrançais is a Canadian TV show designed for kids learning French. All 30 of the ten-minute episodes are available on YouTube. These worksheets are intended to help students focus as they watch the episodes. I have worksheets for most of the episodes, but not for episodes numbers 14, 15, 17, 23, 24, 27, and 29.
In this activity, students are given written descriptions of eight different people and eight face outlines to color in. Students must understand the French directions to complete the faces correctly. I love this kind of activity, where students draw and color. It allows them to use a different modality to learn--not to mention adding some fun variety to homework time.
This is a great activity to practice vocabulary for describing people. Specifically, the worksheet uses the following vocabulary:
Authentic language? Check. Gets students speaking? Check. An element of fun? That, too. This resource engages students in the game of Battleship, allowing even beginners to communicate exclusively in Spanish. Players use numbers and letters to play--perfect to get beginning students speaking, listening, and understanding Spanish. Students play in pairs, which means everyone uses the language. Students are also exposed to authentic Spanish-speaking culture, since terms used come from the Spanish language version of the real game. This is a great info-gap activity to get beginning students speaking confidently.
I use this resource in the first weeks of junior high and high school Spanish I, as soon as we've covered the alphabet and numbers. I love getting students speaking right from the beginning.
Engage your students in a creative activity for practicing or reviewing past tense verbs: the old-fashioned game of dominoes…reimagined. This resource allows students to practice both the imparfait and passé composé. The dominoes of the set have students identify verbs in the passé composé versus the imparfait as well as their uses, match verbs with their meanings, match verbs with their helping verbs, or match similar verbs. The dominoes include:
• -er, -ir, and -re verbs
• “House To Be” or “Dr. and Mrs. Vandertramp” verbs (verbs that use the helping verb “être” and agreement in the passé composé”)
• Verb meanings
• Conjugations in the passé composé and imparfait
• Uses of the passé composé vs. the imparfait, specifically “setting the scene,” “a completed action,” “a continuous action in the past,” and “’used to’ (habitual action in the past)”
The verbs included are as follows:
aller, avoir, boire, écrire, être, faire, finir, lire, manger, mettre, naître, parler, pouvoir, voir
The game of Battleship is an excellent activity for the foreign language classroom. Not only does it engage students, this activity also scaffolds students’ use of whole language: It has them speak to communicate a message and listen to understand what others are saying. This version of Battleship has students practice the names of different products they might shop for and their prices. By doing so, students role-play a possible shopping conversation several times. This provides excellent practice for using shopping vocabulary and prices, practicing shopping conversation, and asking and answering questions.
Note: The items students “shop” for in this activity are: un livre, une cravate, une écharpe, une lampe, un sandwich, une salade, un t-shirt.
Students work in pairs to play the game. As indicated in the directions, each player first places “ships” by marking the squares of their choosing on the “vous” grid. Students then work to discover the other player’s ships. The first one to do so wins the game.
To look for a ship, the student follows the scaffolded sentences shown on the activity: To ask if a ship is in a square of the grid, the student asks if their partner would like a product (along the side of the grid) of a certain price (along the top of the grid). The square in question is where these two pieces of information line up. After the second player hears the first player’s question, the second player answers that yes, they would like the product (indicating they have a ship or part of a ship in that square) or no, they would not (indicating the space is empty). Students take turns asking about different squares on the grid in order to find all of their partner’s ships.
It is my hope that students enjoy this activity, that using it they improve their speaking and listening skills, and that this resource eases some of the difficulty of planning engaging, effective lessons.
Research has shown that one of the best ways for students to improve their reading proficiency is simply by reading. What they read, however, matters. The best material for students to improve their reading proficiency is material they choose themselves, as that's what they are most interested in and motivated to read.
This reading goal was designed with that research in mind. Teachers of any target language can give this assignment, since it can be customized to the target language as well as student needs. Teachers simply need to change the title of the assignment and the name of the target language on lines 1 and 2. After that, there is space where the number of minutes assigned and assignment due date can be filled in by students when the assignment is given.
The reading log is designed to span four weeks. It asks students to document information about the material read as well as self-assessing comprehension. The assignment also asks for a parent signature.
I suggest students start this kind of target-language independent reading at an intermediate level of language study. I first assign it to French III students midway through the year as well as assigning it to advanced classes.
It is my goal that this simple tool will help students improve their reading proficiency as well as the enjoyment they gain from reading in their target language.
Learning sight words is an important strategy for students learning to read—in any language. When a reader recognizes a sight word automatically, they don’t have to stop and try to decode the word. Reading is faster, smoother, and the reader can focus on the meaning of the text and on decoding more difficult words. The result? Their ability to get information out of what they read improves (not to mention frustration going down and confidence going up).
This bundle of resources focuses on French sight words, specifically the 100 most common word sets (including verb conjugations) in the language. Frequent manipulation of the words helps students learn them. To that end, this bundle includes the following resources:
• An introductory document
• A document to create a “word wall”
• A student packet
This document includes each of the 100 words as well as space for students to write the meaning of the word next to it. This allows students to have a packet with all the words for reference and study.
• Ten PowerPoint presentations
Each presentation presents 10 of the 100 words, showing the word (numbered to match the student packet), its use in context, then its English meaning. This is followed by slides that show only the vocabulary words (so the teacher can review them with students) and a projection to play “The Flyswatter Game.”
• Ten review worksheets
After one of the PowerPoint presentations helps students practice a set of 10 words in class, the corresponding worksheet is intended as take-home practice for those same 10 words.
As students manipulate these words, you will see improvement in their reading ability as well as in their confidence as they approach the written word.
Paying attention to the learning process helps learners improve, and that’s what these tools are for. These research-based self-assessment resources let students learn how to help themselves improve, particularly in speaking and listening activities. There are also tools to help you give feedback. Included in this bundle of resources are the following:
• Listening Guide
• Presentational Speech Self-Assessment
• Speaking Activity Teacher Assessment
• Speaking Activity Self-Assessment
• Emotional Temperature Chart
• Speaking Focus Signs
Engage your students in a creative activity for practicing or reviewing past tense verbs: the old-fashioned game of dominoes…reimagined. This resource allows students to practice both the imperfecto and pretérito. The dominoes of the set have students identify verbs in the pretérito versus the imperfecto as well as their uses, match verbs with their meanings, or match similar verbs. The dominoes include:
• Regular preterit: –ar, -er, and –ir verbs
• Preterit verbs with an irregular stem: Andar, estar, tener, caber, haber, poder, poner, saber, hacer, querer, and venir
• Irregular preterit verbs: ser, ir, dar, and hacer
• Regular imperfect: –ar, -er, and –ir verbs
• Irregular imperfect verbs: ser, ir, and ver
• Verb meanings
• Uses of the preterit vs. imperfect, specifically “a completed action,” “setting the scene,” “a continuous action in the past,” and “used to (habitual action in the past)”
The verbs included are as follows:
andar, caber, comer, dar, estar, haber, hablar, hacer, ir, poder, poner, querer, recibir, saber, ser, tener, venir, ver
“Go Fish” is a simple game that’s perfectly suited for language learning. The group activity requires students to both speak and listen to their target language. In this version of the game, students practice food vocabulary while playing, specifically the following words:
Ice cream, orange juice, salad, bread, cheese, chicken, apple, banana, hot dog, egg, milk, grapes, pear, butter, cake, cookie, yogurt, tomato, sandwich, French fries, soup, coffee, pineapple, strawberries, hamburger, orange, melon