The more precise and vivid the description is the better for our imagining the desk. 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. 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. It is an offshoot of the communicative approach, wherein activities focus on having students use authentic target language in order to complete meaningful tasks, i.e. 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. Play continues between the players or teams and the cards/points change often because of the Zut or Caramba cards. After a certain number of turns or a specified amount of time, the player (or team) with the most cards wins. She’s a veteran French and Spanish teacherpreneur, a mom to 2 kids that she’s raising bilingually, and a Fulbright-Hays scholar. Depending on the proficiency level of the students the teacher can have students identify the word in writing or use it in a sentence. 3rd grade. You may want to make it 3 if this moves things along better in your class. What is a task? Follow-up activity The next lesson could be spent re-writing the paragraph again based on the questions asked the last time. 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. Writing Arabic is fun with these great worksheets. Word usage is another example. I love it when I find an activity or resource that I can pull out at any proficiency level and just get students speaking or writing by simply changing the output prompt. The more precise and vivid the description is the better for our imagining the desk. The Process: Encourage students to ‘scavenge’ their school, home, and outside community for snippets of language they can compile into a piece of poetry or a poetic collage. How many more complex ones? Make as many copies as the number of students in your group. Which picture is it about? Word usage is another example. Flip Grid in the Foreign Language Classroom, Digital Can Do Statements in the Language Classroom, Virtual World Language Classrooms (with or without Bitmojis), French & Spanish Learn, Practice, Apply Activities, Foreign Language Vocabulary Review and Practice with Google Slides™, Digital Google Slides™ Activities to Focus on Foreign Language Verb Accuracy, Digital Tool to Support Foreign Language Sentence Creation, Moving Student Foreign Language Writing from Novice to Intermediate, Suggestions for Foreign Language Choice Board Options, Choice Boards by Communication Mode in the Foreign Language Class, Foreign Language Speaking Activity, In-Class or Distance Learning, Using the Gouin Series in the Foreign Language Classroom, Bloom's (updated) Taxonomy in the Language Classroom, Foreign Language Card Games to Practice Verb Forms and Vocabulary. Ask students to reflect on the types of words, expressions they used for the different audiences. For instance, is the description following a left to right pattern? In this case, analysis could be done in class with whole class or in pairs or groups. You could write for the same audience but in different genres. We need to keep this in mind as well when students write. Pair students up and give them 5 numbers (between 1-40) and the pairs set out to find the cards with their numbers. They can do this on a slip of paper or a small white board. Find a number of pictures (6-10) that are not very different in theme. Variations on a theme - describing pictures Posted on | 3 Comments. And many more ... It could be given as homework. - describing pictures Continue until everybody's had each picture. The above activity is from Enikõ Csomay. Ask students to reflect on the types of words, expressions they used for the different audiences. How many simple sentences are there in the various paragraphs? I have been creating these Zut and Caramba cards for several years. Task-based language teaching is a student-centered approach to second language instruction. There are question words to help inspire a sentence. It could be given as homework. The audience could be the following: your grandmother; your 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!) Are the objects described based on their function or their form, colour, and so on? These Zut and Caramaba cards a perfect fit. 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. Click on them to go there directly: Type: Target Language Culture. The importance of teaching and learning vocabulary in context is spreading. (adsbygoogle = window.adsbygoogle || []).push({}); Here's a short description of the activities you can find on this page. When they have all five they return to teacher for verification and get another set of numbers and repeat the process. How to get to my house - giving directions Mar 15, 2020 - Foreign (World) Language Writing Activity: Vocabulary in Context (French, Spanish) wlteacher.wordpress.com The goal is the completion of… Different audiences Ask the students to choose one of the pictures and write a description of it within a given time limit. Writing through 'reverse reading' Postcards; Role-play writing; Creating a framework for writing; A perfect story; Note writing; A creative writing activity: A dark and stormy night; Eliciting vocabulary before writing narratives; Improving paragraph writing; Songs and storytelling; Freeze the writing - A way to make writing tasks a group activity The next lesson could be spent re-writing the paragraph again based on the questions asked the last time. Writing Activities Design an activity set that helps learners focus both on content and form (accuracy) and which has real-life applicability. Folk Tales. If it is a more analytical group, ask students to look at sentence structure (simple, complex, compound). 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 ...? Ask them to compare their maps for checking. 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. Design an activity set that helps learners focus both on content and form (accuracy) and which has real-life applicability. Assign each pupil a partner to whom he/she will be writing. 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. Tips, tools and resources to help your students rise in proficiency and communicate with confidence. During-Writing. In the communicative language classroom there are two broad categories of activities: exercises and tasks. A task requires the use of the target language in order to complete a task. Designing L2 Writing Tasks. (The marked building on their maps is their house.). Of course there are numerous variations to this activity. Gone (hopefully) are the days of teaching words in isolation and out of context. When they are done, put all the descriptions on the wall/board. Give each picture a letter and each description a number, and ask students to match them. How is the description following the patterns of description in terms of space, function of objects, etc? It can be writing as a support skill, creative writing, academic writing, anything that is appropriate for the level and the focus of the course. It worked very well for us! You can also take these descriptions home and get valuable data on the common mistakes in your group. How many (and what kind of) adjectives are there in the paragraphs? How is the description following the patterns of description in terms of space, function of objects, etc? Introduction; Lesson 1; Lesson 2.