ACTFL Survival Spanish: How to Get There?

Modern language teachers want their students to get to the survival level in which the students can do everyday tasks  in the target language such as to order a meal,  find out a bus’ arrival time, and tell a doctor about a pain. These survival tasks can be categorized by their language function such as  to order, to ask about, and  to tell about.  They can also be categorized by their topic (food, transportation and medical). This level represent ACTFL’s Intermediate level.

Which survival skills do our students have after a year? Can they tell personal identification information?  According to New York State Languages Other than English Check Point A  students  should be able to give the following personal identification for these categories  (Biographical – age, nationality, address, phone number, occupation, place of birth; Physical – height, weight, body description, hair color; and Psychological – character, personality, likes and dislikes, and interests)

It is not enough that our student cover the book’s chapters with these survival topics; our goal is for the students to be able to communicate on these topics.  I  believe that short communication exercises are the key. I like to use a variation of speed dating where students form two rows facing each other. Each student receives a card with a common question about one of the survival skills. He/She asks his / her partner the question.  The asking student listens to the answer and compares it to the sample written answer on the card. The asking student can help the answering student if he/she cannot answer the question.Then the students switch the role with the other student asking a question. The process continues. The teacher indicates when the student in the left  row move up one  person so that they have a new partner. They start asking their question.

I have several of these activities for Spanish such as Spanish Leisure -Sports Modified Speed Dating Whole Class Speaking,   and Spanish AR Verbs Modified Speed Dating Whole Class Speaking and Spanish Questions Modified Speed Dating Whole Class Speaking

So how do you involve your students in developing their survival language skills?

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.You can instantly use these many activities in your classroom with even beginning students when only half the class has mobile devices

I have developed 5 Visual activities/games  for any modern language (no words) and have developed 27 Spanish activities for students to begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

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

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Some Modern Language Student Speaking Questions to Ponder

As we start the new school year, we might want to ponder these questions about our students’ modern language speaking.

Will  my students study the modern language or use the modern  language more?  Even beginning level students can have conversations if we structure class.

Who needs more practice in speaking the target language – me or my students? If my students, then, how do I have them practice the language more in the classroom?

If I want my students to converse in the modern language, how do I help them develop good skills in asking and answering questions?

How can I move from a tennis classroom in which I serve a question or sentence to one student at a time to a soccer classroom in which all students participate at the same time so that students can speak more in the classroom?

For how many minutes each classroom will my students converse? How many sentences do I want my students to use in their  conversation? Four, six, eight, ten sentences or more at a time?  How will I help to increase in the amount that they can say during a conversation?

How will I help my students to go from memorizing sentences to spontaneously modifying memorized sentences to create their own personal meaning sentences?

How fluent (in terms of sentences per minute) do I want my students to be in spontaneous speaking?  How do I structure my lessons for them to increase in their fluency?

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My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact. It has many activities that you can use instantly in your classroom with even beginning students when only half the class has mobile devices

I have developed  5 Modern Language Visual activities (no words) and developed 27 Spanish activities for students to begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

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