Modern Language Oral End-of-Course Review in Pairs

As I was doing the final review in my college Spanish course, I wanted my students to do an oral review of the course. Therefore, I went through each chapter and found two critical questions that, in pairs, Student A could ask Student B.  I wrote these out and I also wrote out some possible answers so that Student A could evaluate Student B’s answer. I found questions and wrote out possible answers that Student B could ask  Student A. I repeated the whole process once more.

In class, I gave the pairs three minutes for Student A to ask Student B the questions. Student A could not give any help during the asking of the questions. Student B could skip two questions out of the twelve possible questions.  As Student B answered, Student A evaluated Student B’s response as + (good), ? (good but some communication errors), — (did not answer or did not answer the asked question ), or S (Skipped the question) based on the given possible written answer. After the three minutes, Student A told Student B total of all answers with a + or a ?. Then, Student A helped Student B with any problems that he/she had  in answering the questions.  Next, I started the three minute timer for Student B to ask Student A.  I have posted this Spanish Year 1 activity or Year 2 Review activity at http://www.teacherspayteachers.com/Product/Spanish-Answering-Oral-Questions-Review-1-Partner-Talk-709344

The students liked this speaking activity; many students referred to it as a conversation.

How do you review at the end of the course?

My e-book, 90 Mobile Learning Mobile Learning Activities, promotes language communication through fourteen different categories of easy-to-implement  mobile activities.

My Spanish spontaneous speaking activities (24+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle.

At the same site, I have a series of modern language visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can be used in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook

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Improving Students’ Modern Language Skills Through Mobile Learning

Recently, I was honored to have a chapter, “Improving Students’ Modern Language Skills through Mobile Learning” published in the Handbook of Mobile Learning. The Handbook covers these major categories: Foundations and Future: Learning and Learning Support; Teaching and Instructional Design; Policies, Administration and Management; and Cases and Perspectives.  While most of the 53 chapters have a review of the literature or are a research study, I selected a different approach. My article suggests a wide variety of  classroom mobile activities  to improve students’ modern language speaking. I focus on speaking since the essence of language learning is to be able to speak the language. I believe that often teachers do not use a new technology such as mobile learning since they cannot envision how the technology will help their students.

After doing that chapter, I expanded my activities into an e-book, 90 Mobile Learning Mobile Learning Activities.

My Spanish spontaneous speaking activities (24+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle.

At the same site, I have a series of modern language visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can be used in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook