Sequencing activities From drilling to meaningful communication.

Presentación del tema: "Sequencing activities From drilling to meaningful communication."— Transcripción de la presentación:

1 Sequencing activities From drilling to meaningful communication

2 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.

3 Suggestions: 1)Eliminate words that students do not understand and 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.

4 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 escucharhablarnadar trabajar 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.

5 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.

6 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. ***

7 bailar to dance llegar to arrive buscar to look formirar (la tele) to look, to watch (tv) caminar to walk nadar to swim cantar to sing necesitar to need comprar to buy practicar to practice enseñar to teach preguntar to ask escuchar to listen regresar to return esquiar to ski tomar to take, to drink estudiar to study trabajar to work hablar (por teléfono)viajar to travel to talk (on the phone) llamar to call

8 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?