A critical question for world language teachers is “Are my students having a conversation in the target language now?” If students are not conversing in the language, then teachers have to ask themselves, “How can I modify what I am doing so that they can converse in the language?” Vocabulary study is not an end to itself and grammar study is not an end to itself. The sooner that teachers move their students from isolated words and isolated grammar into communication, the soon their students will converse. For example, in terms of verbs, as soon as students learn the first person and the second person of a verb they can begin to converse with a question such as “Do you smoke?” and a response such as “No, I do not smoke.” or a question of “Do you cook?” and a response of “Yes I cook.” When world language teachers teach high frequency verbs that students want to ask questions about and answer, then students will want to communicate. Likewise, vocabulary can be incorporated into questions. For example, for location vocabulary, a student might ask, “Which ice cream store is your favorite?” and the partner can respond. When students ask each other meaningful questions about their world, they communicate in the language. Little mini-conversations can build into big conversations. Are your students conversing in the language now?
Some Spanish activities to help your students move are
Spanish Tell Me About Yourself Substitution Sentences Talk about yourself by substituting your information in given sentences.
Spanish Family Indepth Speed Interviews- Partner Talk Do 4 Family Interviews of 10 questions each Spanish Answering Oral Questions Review 1 – Partner Talk Answer 10 questions with a time period
Spanish Describing School Classes Spontaneous Speaking – Pairs Speak about class with structured choices – two levels, 49 terms
Spanish AR Verbs Modified Speed Dating Whole Class Speaking Answer Oral Questions Review 1 – Partner Talk