Overview of Activity: Here is how I begin this activity. I take the present that we have been working on in class and I turn them into questions. Before this activity, you will want to make sure that your students understand the words siempre (always), mucho (a lot), a veces (sometimes), un poco (a bit) and nunca (never) [students will need to be taught the position of the negative in the sentence.] In the junior high course I used a calendar and X's to show the difference. Some students only require a refresher or hand motions, while other students will not be able to tolerate the ambiguity.
Keeping It In Spanish: Modeling will be really important to helping students be successful. Here is how I do it.
- I begin by conjugating the verbs we are using in class in the tú form. Chicos, ¿cómo es el verbo "nadar" en la forma de tú? (Chicos is how I refer to my student. I got this from a professor from Spain.) What is "to swim" in the you form? Answer: nadas
- I then nadas with the phrase ¿Cada cuánto...? (How often...?).
- I ask myself the question, "Srta. Robinson, ¿cada cuánto nadas?" (Miss Robinson, How often do you swim?) I then answer the question and put a tally mark under the word that represents how often I do a certain activity.
- I then ask a few students (usually those who I feel confident can answer the question correctly at first) the same question, and mark their responses with tallies on the board. (I use my projector, but I remove the screen in order to mark directly on the whiteboard.) The following image is an example of what I project:
- I then give students a handout similar to what they have seen from the projector. I return to modeling questions for them. (I've included the inverted question marks here to remind them to use them.)
- I then have student rotate around the room (stay tuned for a post on students and rotating).
|Before Creation of Questions and Survey|
- After student have rotated around the room, I show them how to consolidate some of their data into four sentences. Here is an example:
|After Creation of Questions and Survey|
There are several things I really enjoy about this activity:
- Students are creating their own questions
- Students are off their feet
- Student draw their own conclusions at the end of the activity
This idea came from a co-worker, Geordie McLeod. As I was writing this example, I was reminded at how important it is to actually do the assignments that you assign. I learned that as an undergrad, and sometimes time gets in the way, but it really helps to see assignments from the students' side of things.