Each of us have a class period with our students each day. How much of those forty minutes contributes to language learning? To make the most of the forty minutes, we need to be effective and efficient in our class.
How much time do we need to spend on any particular concept before the students learn it? If we have taught the meanings of adjectives through showing students the colors and showing them the target language word for each, how much practice do they need before they solidify the meaning of the color? As we say the color, they point to anything that color in the classroom (one minute). As we point to things in the room, they say the colors (one minute). As their partners point to things in the classroom, they say the color (one minute). As they point to things, their partner says the color word (one minute). After those four minutes of practicing with those words, we move on to having the students communicate using those colors; they ask their partner (Do you have a red pen? Do you have a brown backpack? Is the door brown? Is the wall red?) for about two minutes and their partners answer; then they answer for their partners’ questions for two minutes. We have had the students review the colors in several different ways. We have spent about eight minutes on colors in the class.
The goal is always to quickly move from pure vocabulary to using the words in meaningful sentences. The most time with any vocabulary item should be in communicating ideas. How much time do you spend in vocabulary identification/translation as opposed to the students using the vocabulary in sentences or questions?
However, we might decide to turn this into a vocabulary game. We give each student a vocabulary card with the color written in the target language on one side and the English on the other. Each student has to go to another student and say the modern language color word for the English written color. They do this until they have interacted with all the other students. By the time we give each student a card, explain what to, have them play the game, and collect the cards we may have spent eight minutes.
As a follow up, we get students into teams, we say a color in English and they race up to the board to write the color in the modern language before the other team. We do this for eight minutes.
Let’s compare the two ways of learning colors. In the second way, the students have practiced identifying colors in one way. They have only focused on color word translation. The activities have taken sixteen minutes. However, in the first activity, they have learned the color words in context and used the color words in questions and answers.These first activities have taken eight minutes. They take half the time of the second activities and produce meaningful communication. Which of the two is an effective and efficient way of learning color words? How can you double your classroom time by being effective and efficient in your class?
How do you effectively and efficiently help students learn to communicate when you teach vocabulary?
To help your beginning and more advanced students move toward spontaneous speaking, I have developed 5 Visual activities/games for any modern language (no words) and have developed 28 Spanish activities for students. I am developing activities based on the Can-Do Statements. Teacherspayteachers: http://bit.ly/tpthtuttle
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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://bit.ly/tuttlebks