Spontaneous Communication in the LOTE classroom: activities that lower affective filter and spark authentic communication. Darcy Johnson , M.Ed., Curriculum & Instruction and Spanish
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Darcy Johnson, M.Ed., Curriculum & Instruction and Spanish
Brian McDonough, M.A., Ibero-Romance Philology and Linguistics (Area of concentration: Second Language Acquisition)
communicate in pairs based
on specific cues.
A variation of this activity is to find 10-15 products from Latin America/ Spain and describe them to the partner (i.e. replace the cue cards with authentic products and pass them in a particular rotation)
What kinds of products can you use? Wrappers, candy, newspapers, magazines, photos, bottles, tickets, brochures, etc. (ACTFL standard 2.2)
Spoken or written language data that has been
produced in the course of genuine communication, and not specifically written for purposes of language teaching.
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and
interpret written and spoken language on a variety of topics.
When conversing in the big, bad world (AKA BBW) you won’t always have visuals cues, so training your students to speak without them is another option which provides opportunities for circumlocution (description of a word or concept when you can’t think of the word)
Look, no script!
In groups of three you are going to prepare a conversation to present to the class. One student will play the role of the waiter and the other three are going to be clients in the restaurant.
Please mark the required vocab/ grammar on the script with different colors and make a key indicating what your colors represent!
The economy went bad. Now people have to exchange things instead of use money. Make a list of groceries you need and how you are going to “pay” for them.
You have various things you need to do next month. Make a list indicating the due date for each using “para”.
Homework: Watch a telenovela in Spanish. Journal: Write a summary of what you saw.
Draw a typical family situation and describe it. (Carmen Lomas Garza)
Describe a particular work of a particular artista.
Dialog – Pass a journal back and forth. Let them talk without their voices.
Write a song using ‘nosotros’ commands.
Compare your dream car to that of a friend. Use possessive pronouns.
Read a poem and comment on it.
Describe what you have done to help the environment in your community. Use the present progressive in your response.
What will you have accomplished by the end of the school year? Use the future perfect in your response.
Tell a story about something that happened when you were a kid. Use preterite and imperfect.