RReeddiissccoovveerriinngg MMoottiivvaattiioonn ffoorr SSttuuddeenntt SSuucccceessss:: RReesseeaarrcchh aanndd AApppplliiccaattiioonn

Paul A. García, University of Kansas (pagarcia@ku.edu)

Todd A. Hernández, Marquette University (todd.hernandez@marquette.edu) Patricia Davis-Wiley, The University of Tennessee (pdwiley@utk.edu)

AAmmeerriiccaann CCoouunncciill oonn tthhee TTeeaacchhiinngg ooff FFoorreeiiggnn LLaanngguuaaggeess

NNaasshhvviillllee,, TTeennnneesssseeee RReennaaiissssaannccee HHootteell,, FFiisskk ##22 FFrriiddaayy,, NNoovveemmbbeerr 1177,, 22000066,,

1100::4455 aa..mm.. -- 1122::0000 pp..mm..,, SSeessssiioonn ##7744 Handout available at: https://web.utk.edu/~wiley/

Guten ♫ Morgen, Herr Lehrer! ♫

CChhooccoollaattee Cuando era chiquitita me decía mi mama no comas chocolate te podés intoxicar te duele la pancita los dientes se te caen No comas chocolate Come un pedazo de pan. Yo iba al colegio Esperaba el recreo comía chocolate En verano y en invierno. Y en las vacaciones Iba a la casa de mi tía Comía chocolate Mi mamá no me veía.

Chocolate chocolate, Queremos un mundo de chocolate! Y ahora todos juntos podemos gritar: Si el chocolate es malo Si el chocolate es malo, La guerra qué será! Endulza nuestras bocas Perfuma los sentidos El chocolate blanco Es hielo derretido Me gusta el caramelo también el bombón Helado de crema Chocolate marrón. Chocolate chocolate Queremos un mundo de chocolate Y ahora todos juntos podemos gritar Queremos chocolate!!! Queremos chocolate!!! Queremos chocolate!!! Y también tu amistad.

Cassette: Grupo Caramelo, Grandes Éxitos (TC 28138)

MMuullttii--SSeennssoorryy,, HHaannddss--oonn AAccttiivviittiieess RReeaallllyy WWoorrkk!!

The old Confucian proverb that ends in, involve me and I will learn, has had many permutations over the centuries with the most recent one appearing in a theory called the Learning Pyramid (Joyce, Hirst, & McRibbon, 1983). The latter (see below) purports that the more active a person is, the more senses that are involved, and the more concrete the activity is when learning a new piece of information, the longer the retention rate of the new information will be.

Human Orchestra: All world language teachers know that grammar is the framework on which language instruction lies but also tend to dread teaching it. It’s amazing to most teachers that students don’t realize that there are different parts of speech in the target language. “Direct object? Indirect object? What are those things?” … students may ask. This particular activity will sensitize students to a variety of parts of speech in an animated and engaged way. First, start with basic parts of speech, subject pronouns, verbs, and direct object. Then, try this: Write the sentence on the board or overhead, and read the sentence out loud. Tell the students to raise their left arm when they see and hear a subject pronoun, raise their right arm when they see and hear a verb, and stomp their feet on the floor when they see and hear a direct object. Then, add a second and third sentence to this exercise. The sentence can then be erased from the board, or the overhead can be turned off, and then the teacher can read out loud the sentence with the students responding as they did before. Violà! They can now recognize three of the most commonly-occurring parts of speech. This activity can eventually become even more dramatic in its delivery. A musical instrument can be assigned for different parts of speech (e.g., a symbol for a subject, a tambourine for a verb) and a triangle could be used as a final punctuation mark! Thus, the students can become a human orchestra. Teaching basic grammatical constructions will never be boring again for either the teacher or the students if taught this way in the classroom!

SSppoonnggee AAccttiivviittiieess

Sponge activities are quick little hands-on student-focused exercises that can be used: to mop-up the remaining few minutes of a class (thus the term sponge); to open the class as a set; to use as a transition between other activities; or just to practice any number of linguistic skills that need to be reinforced on a regular basis (Hernández & García, 2006).

BBaarriilloocchhee yy RRoossaarriioo

I. Bariloche ¿Qué hay? ¿Qué vemos? A. Items Needed:

1 color transparency of a formerly used bill: 1 peso argentino (use back side, enlarged), with outline typed below:

B. Procedure:

Show bill, show both faces, show overhead, tell students to list items they recognize as many as possible on a sheet of paper. (Since they will have done this type of work in class before, the paper will be on their desks or in their notebooks.) Time limit would be no more than 2 minutes, easily less.

C. Reflection: The use of this authentic (1982-1986) albeit no longer current bill provides the student insights into one aspect of the topography of Argentina, and could be easily seen as a follow-up to either previously-held stereotypes of what a Latin

American nation looks like or to serve as a contrast to the usual pictures one has in K-12 texts of city-scapes, or of Florida in Buenos Aires or of Avda. 9 de julio.

The National Standards are treated in the following areas of (interpretive) Communication, Comparisons (to U.S. bills), Connections (subject areas), Cultures. For this sponge activity, I seek to help students review vocabulary by a categorization (higher order thinking skill) activity. I am also pointing out that not all currencies are the same shape, color, size, etc.; as seen on the next page, one can easily scaffold this sponge activity or recirculate/recycle it as a kind of game through a partner activity during the next class sessions, as appropriate.

SSaammppllee:: PPeessooss AArrggeennttiinnooss ((11 pp..aa..,, 55 pp..aa..))

IInntteeggrraattiivvee MMoottiivvaattiioonn aass aa PPrreeddiiccttoorr ooff SSuucccceessss

iinn tthhee FFoorreeiiggnn LLaanngguuaaggee CCllaassssrroooomm:: AA RReesseeaarrcchh SSttuuddyy Hernández (at press)

Purpose of the Study: This study investigated the ability of three variables:

1. Integrative motivation, 2. Instrumental motivation, and 3. The need to fulfill a university foreign language (FL) requirement to predict:

• Scores on a simulated oral proficiency interview (SOPI), and • The desire to enroll in a FL after fulfilling the FL requirement.

Analysis of data from a questionnaire and a SOPI administered to 130 students

completing their fourth-semester Spanish course identified integrative motivation as a significant predictor of both SOPI scores and students’ desire to continue studying Spanish beyond the four-semester FL requirement.

The findings support a focus on classroom activities that enhance integrative motivation

as a means of increasing student success in the FL classroom.

Integrative and Instrumental Motivation

Integrative Motivation: Gardner and Lambert (1959) identified integrative motivation as an interest in foreign languages, a desire to interact with native speakers of the target language culture, and positive attitudes toward these people and their culture. Instrumental Motivation: These researchers defined instrumental motivation as a desire to study the target language in order to achieve a pragmatic objective. Previous Research on Motivation: Gardner and Lambert (1972) Ely (1986) Masgoret and Gardner (2003) Ramage (1990)

Research Questions

1. Which types of motivation—integrative motivation, instrumental motivation, and the FL requirement—exist among fourth-semester university-level Spanish students? 2. Do types of motivation predict SOPI scores? 3. Do types of motivation predict the desire to continue the study of Spanish beyond the four-semester FL requirement?

Instrumentation

Motivation Questionnaire

-Part I: Student Background Information

-Part II: Motivation Index (Ely 1986) A. Integrative Motivation B. Instrumental Motivation C. FL Requirement

SOPI

-Center for Applied Linguistics (www.cal.org)

-Elicits speech samples that are rated according to the ACTFL Proficiency Guidelines—Speaking: Revised 1999. (www.actfl.org)

Structure of the “Short Form” of the Simulated Oral Proficiency Interview (SOPI)

Language Function ACTFL Proficiency Level Ask questions Intermediate Describe a place / activities Intermediate Give directions Intermediate Narrate in present time Advanced Narrate in past time Advanced Discuss personal activities Intermediate Explain a process Advanced

Results of the Study

Integrative motivation was identified as a significant predictor of the SOPI scores. Integrative motivation was identified as a significant predictor of students’ desire to

continue the study of Spanish.

Conclusion The data therefore suggest that a focus on classroom activities that enhance integrative motivation can increase students’ oral proficiency as well as stimulate their interest in further studies in the language. This, in turn, can lead to the attainment of the Standards for Foreign Language Learning. (SFLL, 2006)

Recommendations for the Foreign/Second Language Classroom

Recommendation 1: Develop activities and assignments that provide opportunities for students to interact within a language community, such as interviews with native and near-native speakers of the L2. This provides language learners with opportunities to use the language to explore the linguistic and cultural differences of the L2 culture, in addition to allowing them to reflect on the similarities and differences between their own culture and the L2 culture. Standards Addressed: 1.1, 1.2, 1.3, 2.1, 4.2, 5.1 Recommendation 2: Integrate authentic materials into the FL classroom—at all levels of instruction—to provide students with needed opportunities to interact with the L2 culture. The use of authentic materials to support course objectives is effective for increasing students’ integrative motivation, because such materials expose students to “real” language, stimulating class discussion and small group work. In addition to providing students with opportunities to develop a broad range of communicative and sociolinguistic competencies, authentic materials help learners to develop increased linguistic confidence as well as good learning strategies. Standards Addressed: 1.1, 1.2, 1.3, 2.1, 2.2 Recommendation 3: Provide students with consistent exposure to authentic language and culture through multimedia. The use of multimedia such as—the Internet, e-mail, DVD, radio broadcasts, and L2 satellite television programs—can provide an interactive framework for incorporating culture into the language classroom. Standards Addressed: 1.1, 1.2, 1.3, 2.1, 2.2 Recommendation 4: Continue to promote study-abroad opportunities as an important component of both secondary and post-secondary education. At the university-level, instructors should also seek to integrate the study-abroad experience into the FL as well as general education curriculum through expanded course and program options for both novice and advanced learners. Standards Addressed: 3.1, 3.2, 5.1

Recommendation 5: Instructors who are interested in creating course-oriented opportunities for students to use their Spanish with members of Spanish-speaking communities should consider integrating a service-learning component into first- or second-year language courses. Service-learning opportunities can also be created in areas with limited native-speaker populations. Polansky (2004) described a “Tutoring for Community Outreach” course that promoted interaction between undergraduate FL students and younger language learners in the local schools. In this course, students tutored ESL, French, German, Japanese, or Spanish students. Standards Addressed: All Recommendation 6: Devise research-based activities which require students to use authentic language sources, (i.e., telephone interviews with native/near-native speakers, e-mail correspondence with tourism offices , L2 websites, and L2 newspapers and magazines)—to obtain information about the topic for subsequent class presentation. To address instrumental motivation, it is critical to provide students with multiple opportunities, tailored to individual students’ interests, to use the L2 to acquire new, real-world information. Standards Addressed: 1.1, 1.2, 1.3, 3.1, 3.2, 5.1 Recommendation 7: Emphasize the usefulness of the L2 through the discussion and demonstration of potential career opportunities. Instructors might invite different guest speakers to the classroom to discuss the role of the L2 in the United States as well as in other countries. Standards Addressed: 1.1, 1.2, 3.1, 3.2, 5.1

AArrggeennttiinnaa GGaammee Step 1 Put together puzzle map of Argentina Make pieces large enough to show/hold up, use construction paper (heavy). Mark the following four items on each: Name of capital; name of province; 1 geographic feature or temperature; 1 extra it Example: San Juan San Juan zona árida paisaje como New México Step 2 Teacher-led comparison with overhead map not containing names, features.

Teacher asks questions of students. Example: ¿En qué provincias hay zonas áridas?

Step 3 De excursión: Vamos a las provincias! Map of Argentina, 8” x 14”, laminated game board with provincial boundaries and capitals marked with “*” but with no names. Places are numbered from 1 through 12: 1. Capital Federal 2. Santa Rosa 3. San Carlos de Bariloche 4. Ushuaia 5. Rawson 6. Río Gallegos 7. Mendoza 8. San Juan 9. Jujuy 10. Cataratas 11. Posadas 12. Córdoba Rules: Each player (2-3) at table has a figure (caballo, toro, cabra, oveja, fauna argentina if possible!) All begin at point #1 (C.F.) Cards (one for each place (1 x 12 = 12 cards) for each table 1. Obligation: gather points by travelling and answering questions correctly. 2. 3 turns or rondas or excursiones 3. Must write down where they’ve been on their “player sheets” 4. other player or “judge” reads questions, waits for answer, then says yes or no correct answer: 1 point; incorrect answer: 0 points

Player Sheet Nombre: ___________________________ 1. Primera Ronda: ¿A dónde fui yo? a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. 2. Segunda Ronda: ¿A dónde fui yo? a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. 3. Tercera Ronda: ¿A dónde fui yo? a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. a ____________________ Gané ____ punto. 4. Conclusión: Para las tres rondas, gané un total de ________ puntos. Mi compañero ________________ ganó _________ puntos. Mi companñero __________ganó _______ puntos. ¿Quién ganó el partido???? Yo gané ___ ________________ganó

¿Quiénes perdieron el partido??? ____________ y yo perdimos. ___________ y _______________ perdieron.

Argentina Game, Card Contents Number: Locale: Questions: 1 Bs. As., C.F. ¿Cómo se llama la Capital Federal? ¿Cómo se llama el río famoso de Capital Federal?

¿Cómo es la región o la geografía de la Capital? ¿Qué tiempo hace--generalmente--en C.F.? 2. Santa Rosa ¿Cómo se llama esta provincia? ¿Qué animal es muy importante para el comercio? ¿Qué es la figura tradicional asociada con esta parte de la Argentina? ¿Cuál es la capital de esta provincia? 3. San Carlos de Bariloche ¿Cómo es esta región? ¿Qué deporte de invierno se practica aquí? ¿Cómo se llama el lago de esta zona? ¿En qué provincia está esta ciudad famosa? 4. Ushuaia ¿Cómo es el clima en esta ciudad? ¿Cómo se llama esta provincia? ¿Por qué es diferente esta provincia--qué incluye? ¿Cómo se llama esta ciudad? 5. Chubut ¿Cómo se llama la provincia--su capital es Rawson? ¿Qué tal el clima (generalmente)? ¿Cómo es la región?

¿Qué son 3 animales del océano que hay en la costa? (La península Valdés es una zona turística.) 6. Río Gallegos ¿Cómo se llama la capital de Santa Cruz? ¿Cómo es la región? ¿Cómo es el clima en esta zona? ¿Cómo se llaman dos provincias vecinas? 7. Mendoza ¿Cómo es esta región de Argentina? ¿Cómo se llama la cordillera? ¿Verdad o no?--Se produce vino en esta provincia?

¿Cómo se llama el país con que limita esta provincia?

Argentina Game, Card Contents: 8. San Juan ¿Cómo se llama la provincia? ¿Cómo es la región? ¿Qué tiempo hace en esta provincia? ¿Cómo se llama la capital de la provincia? 9. Jujuy ¿Cómo se llama esta provincia? ¿Cómo es el clima? ¿Con qué países limita esta provincia? ¿Cómo es la región--seca o húmeda? 10. Cataratas ¿Qué río comienza en esta zona? ¿Con cuáles dos naciones limita la provincia? ¿Cómo es el clima en esta zona? ¿Verdad o no? Las catatratas de Iguazú son más grandes que las cataratas de Niagara? 11. Posadas ¿Cómo es el clima? ¿Cómo se llama la provincia? ¿Cuáles son dos provincias vecinas? ¿Cómo se llama la película de la historia de esta región?--Actuó Robert De Niro! 12. Córdoba ¿Cómo se llama la capital--esta es la segunda ciudad de la Nación? ¿Cómo es la región? ¿Cómo se llama la provincia? ¿Verdad o no?--La capital de la provincia queda al noroeste de Capital Federal? III. Presentation by Teacher (continuation and expansion of Map Game) 1. Teacher: asking students w/ papers of game item... Quién ganó? Ah, ganaste? Bien.

Bueno, en la primera ronda, a dónde fuiste? Student: tells teacher: Fui a ___, a _____, y a _________.

Teacher marks location on OH map blank, then tallies # of students from all groups who went to same location, puts number down.

2. Teacher then asks, quién no fue a _____ en la primera ronda? Repeats same questions and writes results/graphs same 3. Teacher repeats steps until all 12 sites are marked, and starts to ask the same questions as in the game, and gives expansion. Students take notes.

AArrggeennttiinnaa

MMOORREE SSppoonnggee AAccttiivviittiieess……

Fridge Art: Challenge the students to create a picture of a word (see below) by making up the picture using the smallest possible words of that image. For example, a student could create a picture of an eye (ojo) by writing the word ojo many times, in the shape of an eye. The great America poet, e. e. Cummings was the inspiration for this activity. If the teacher were to ask the students to practice the spelling of a vocabulary word by writing it 10 times, the students would probably not do it. By challenging them to create a picture of the vocabulary word, however, using the smallest possible size of the word, they might use a .01mm draft pencil and end up spelling/writing the word 50 times! Once these vocabulary images have been created, they can decorate a bulletin board or become mobiles in the classroom

Character Book: It is imperative that teachers try to tap the right hemisphere of their students’ brains in a variety of ways. Rather than assigning a simple report in the target language, why not ask them to create a Character Book (see below) of an actual person, event, or famous monument, with a brief narrative written on the inside of the book? The only materials needed are construction paper, scissors, glue sticks, and white paper. Once the books are completed, they can be shared with the class, in the target language of course, used as small group conversation starters, and displayed on the bulletin board for student work, on a wall, or even as mobiles. What a delightful decoration for the classroom and a wonderful conversation starter for parent-teacher open house nights at school. Students will want their creations returned, of course, but do try to entice some of the students to leave their books for future students’ admiration.

SSuubbttee SSppoonnggee

Section I: “Which way?!” ¿En cuál dirección? 1. Estás en la estación Tribunales de la Línea D. En cuál dirección vas para llegar

a 9 de Julio, Dirección Palermo o Dirección Catedral? 2. Estás en la estación Alberti de la Línea A. En cuál dirección vas para llegar

a Lima, Dirección Plaza de Mayo o Dirección Primera Junta? 3. Estás en la estación San Martín de la Línea C. En cuál dirección vas para llegar

a Avda.. de Mayo, Dirección Constitución o Dirección Retiro? 4. Estás en la estación Moreno de la Línea E, En cuál dirección vas para llegar

a Jujuy, Dirección Bolívar o Dirección Virreyes? 5. Estás en la estación Callao de la Línea B. En cuál dirección vas para llegar

a Florida, Dirección L. N. Alem o Dirección Lacroze. Section II: “What’s My Line?!” ¿Cuál línea debo usar? 6. Estás en la estación Urquiza de la Línea E. Quieres ir a Lavalle. Cuál es la Línea para usar en combinación con la E? La “A” o la “B” o la “C” o la “D”? 7. Estás en la estación Uruguay de la Línea B. Quieres ir a Facultad de Medicina. Cuál es

la Línea para usar en combinación con la B? La “A” o la “C” o la “D” o la “E”? 8. Estás en la estación Diagonal de la Línea C, Quieres ir a Medrano. Cuál es la Línea para usar en combinación con la C? La “A” o la “B” o la “D” o la “E”? 9. Estás en la estación Congreso de la Línea A. Quieres ir a Palermo. Cuál es la Línea

para usar en combiación con la A? La “B” o la o la “C” o la “D” o la “E”? 10. Estás en la estación Entre Ríos de la E, Quieres ir a Carlos Pellegrini,. Necesitas hacer

dos combinaciones para llegar! Cuáles líneas necesitas usar en combinación con la E? Son la “___” y la “ ____.”

Section III: Las estaciones para hacer combinaciones! 11. Estás en la estación Emilio Mitre (Línea E) y quieres ir a Diagonal. Dónde bajas de la Línea E para hacer la combinación? 12. Estás en la estación Canning (Línea D) y quieres ir a San Juan. Dónde bajas de la Línea D para hacer la combinación?

13. Estás en la estación Congreso (Línea A) y quieres ir a San Martín. Dónde bajas de la Línea A para hacer la combinación? 14. Estás en la estación Medrano (Línea B) y quieres ir a Independencia. Dónde bajas de la Línea B para hacer la combinación?Medrano (B), Independencia. 15. Estás en la estación Bulnes (Línea D) y quieres ir a Río de Janeiro. Dónde bajas de la Línea D para hacer las 2 combinaciones—¡ojo, hay 2 combinaciones, escriban ambas! Section IV: Perdóneme, cómo voy….? 16. Cómo ir desde San Martín a San José: Primero, usa la Línea ___, dirección _________________. Luego, haz una combinación con la Línea ______ en la estación __________ Es necesario usar la dirección ______ para llegar a San José. Vas ____ estaciones para llegar a San José donde puedes bajar. 17. Cómo ir desde Diagonal a Palermo

Primero, usa la Línea ___, dirección _________________. Luego, haz una combinación con la Línea ______ en la estación __________ Es necesario usar la dirección ______ para llegar a Palermo.

Vas ____ estaciones para llegar a Palermo donde puedes bajar. 18. Cómo ir desde Pasco a Pasteur

Primero, usa la Línea ___, dirección _________________. Luego, haz una combinación con la Línea ______ en la estación __________ Es necesario usar la dirección ______ para llegar a Pasteur.

Vas ____ estaciones para llegar a Pasteur donde puedes bajar. 19. Cómo ir desde Perú a Plaza Italia

Primero, usa la Línea ___, dirección _________________. Luego, haz una combinación con la Línea ______ en la estación __________ Es necesario usar la dirección ______ para llegar a Plaza Italia.

Vas ____ estaciones para llegar a Plaza Italia donde puedes bajar. 20. Cómo ir desde Urquiza a Catedral

Primero, usa la Línea ___, dirección _________________. Segundo, haz una combinación con la Línea ______ en la estación __________ Es necesario hacer una segunda combinación en la estación ______________

con la Línea ____ para llegar a Catedral. Luego, vas ____ estaciones para llegar a Catedral donde puedes bajar.

IInnffoorrmmaattiioonn GGaapp AAccttiivviittiieess Definition: One student has information that another student needs to obtain to complete a communicative act (task). Rationale:

• Obligates students to interact in the target language to accomplish a communicative task in a brief period of time

• Provides a meaningful context for language learning activities • Permits students to learn how to ask for clarification, request information, and

negotiate meaning for understanding, all within a meaningful context Role of the Teacher: 1. Provides activities that are focused with specific, measurable outcomes and rubrics 2. Supervises, monitors, and assumes role of checking for completion of activity (thus making the students responsible for completion of task objectives) Role of the Student: 1. Assumes role of participant 2. Takes assignment, understands objectives 3. Has materials for understanding, “clues” at hand 4. Coaches/assists partner participant 5. Completes task, rehearses if time 6. Responds to teacher check action

IINNFFOORRMMAATTIIOONN GGAAPP AACCTTIIVVIITTYY BBLLUUEEPPRRIINNTT

Content: 1. Purpose/context 2. Communicative functions 3. Language structure 4. Create concrete task(s) for learners 5. Support aspects (linguistic support) 6. Specific directions and models given 7. Establish time limit 8. Comprehension check and proofing 9. Follow-up activities What this means for our students.... 1. They are at the center of activity. 2. They are active participants and creators of knowledge. 3. They interact to accomplish a specific objective. 4. They are accountable for their group activities through T/S and S/S interactions. 5. They are not responsible for every point of grammar. Instead, the teacher provides them with the grammar necessary to complete the activity successfully.

VVaammooss aa TToommaarr eell SSuubbttee

Directions for Student 1: -You are a participant in a study abroad program in Buenos Aires and you want to use the subte to visit different places in Capital Federal. Your task is to ask for directions. -¡Necesito ayuda! You can ask for clarification and/or repetition with one of these phrases: (1) ¿Cómo? (2) ¿Qué? (3) Repita, por favor. -Use the model below to help you answer. Be sure to complete the chart with the directions. ¡Ojo! Afterward, I will ask a group to re-enact the situation. DO NOT LOOK AT THE MAP! Model: [Estudiante]: ¿Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: ¿Es necesario usar la D, dirección Catedral. Luego,

es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze.

Preguntas Respuestas

1. ¿Cómo voy desde la estación Retiro hasta Río de Janeiro?

1.

2. ¿Cómo voy desde la estación entre Ríos hasta Lavalle?

2.

3. ¿Cómo voy desde la estación Catedral hasta San Juan?

3.

VVaammooss aa TToommaarr eell SSuubbttee

Directions for Student 2: -You are a native Argentine. A U.S. student will ask you for assistance with directions for the subte. Your task is to answer his/her questions. -¡Este turista! You can use one of these phrases to make sure the student comprehends the directions: (1) ¿Entiende? (2) Está claro? (3) ¿Se ubica? (4) ¡Escríbalo! -Consult the subte map and the model to help you answer. Make sure your partner completes the chart as you provide the directions. ¡Ojo! After each question, I will ask a group to re-enact the situation. Model: [Estudiante]: ¿Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: ¿Es necesario usar la D, dirección Catedral. Luego,

es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze.

Preguntas Respuestas 1. ¿Cómo voy desde la estación Retiro hasta Río de Janeiro?

1.

2. ¿Cómo voy desde la estación Entre Ríos hasta Lavalle?

2.

3. ¿Cómo voy desde la estación Catedral hasta San Juan?

3.

Lee and VanPatten (2003) offer several tasks that language learners can complete as part of their interactions, such as the following: * Filling in a grid, chart, or table

* Writing a paragraph

* Making an oral report

* Answering questions

* Sharing information for comparative purposes

* Creating an outline

* Creating a list of questions

* Creating a survey

* Drawing something (picture, graph, diagram)

* Creating a photo montage

BBlluueepprriinntt:: OObbjjeeccttiivveess:: SSttaannddaarrddss:: 1. Purpose/context Students use the subte to 1.1, 1.2, 5.1 explore Capital Federal 2. Communicative function: Request info; give directions 1.1, 1.2 3. Language structure(s): -Question formation 1.1, 1.2 -“Es necesario…” to express obligation 4. Create specific task(s): Vamos a explorar Buenos Cultures & Aires en el subte. Tú y Connections tus amigos están de

vacaciones y quieren ir a varios sitios de interés en C.F. Tienes que preguntar a un amigo argentino cómo ir…

5. Support aspects: Directions to the tourist:

In this activity you will need to ask for directions to different subway stops. If you do not understand the directions, you can ask for clarification or repetition, using: ¿Cómo?, ¿Qué? or Repite, por favor.

Directions to Argentine: In this activity you need to help your U.S. friend with directions to different subway stops. To make sure he/she understands the directions, you can use one of these phrases: ¿Entiendes? ¿Está claro? ¿Te ubicas?

BBlluueepprriinntt:: OObbjjeeccttiivveess:: SSttaannddaarrddss::

6. Specific directions “Use the following model and models: to help you answer the first two

times. Afterwards, try to respond without looking at the model. ¡Ojo! After each question, I will ask a group to re-enact the situation. The tourist should not look at the map and should write down the directions as he/she listens.” ACCOUNTABILITY!!!

(Turista): ¿Cómo voy desde Plaza Italia hasta Uruguay? (Argentino): Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze.

7. Establish a time limit: “You have five minutes to complete

the activity,” for example. 8. Comprehension check and proofing 9. Follow-up activities

IInntteerrvviieeww ooff aa FFaammoouuss PPeerrssoonn

Step 1A. The instructor assigns five students the roles of five famous people from the target language culture. Their homework assignment is to read a brief text about their assigned famous person. [Note: The instructor will provide the text.] Step 1B. The remaining students are assigned to five groups. Each group is assigned one famous person to interview. Their homework assignment is to create a list of about 10 interview questions. Step 2. The five different groups interview their famous person, using different areas of the classroom to conduct the interviews. Students must take notes on the interview in preparation for Step 3. Step 3. Each group gives an oral presentation on their famous person. The format of the oral presentation should be similar to a segment that one might view on a television program such as Entertainment Tonight or Access Hollywood. The students from other groups and the famous personalities who have been interviewed must take notes on the different interviews in preparation for Step 4. Step 4. Students choose one of the famous personalities from Step 3. Their individual task is to write a 100-150 word newspaper article about the famous person. [Note: The student must choose a famous person he or she did NOT interview.]

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Topic: Mi Tierra Level: Intermediate/Advanced Step 1. The instructor provides students with several interview questions. Students will then add 2-3 additional questions to this list.

1. ¿Cómo se llama Ud.? 2. ¿De dónde es Ud.? 3. ¿Cómo es la ciudad? ¿Cómo es el país? 4. Describa un fin de semana típico para los jóvenes de nuestra edad. 5. ¿Por qué vino a los Estados Unidos? 6. ¿Ha visitado otras partes de los Estados Unidos? ¿Cuáles? ¿Le gustaron? 7. ¿Cuáles son unas diferencias culturales entre los Estados Unidos y su país? 8. --- 9. --- 10. -- Step 2. Each student will schedule an interview with a native speaker. Students will tape-record the interview. Step 3. Students will prepare a written report of the interview to turn in to the instructor. Step 4. Students will prepare an oral report of the interview and share this with their classmates. Students take notes on the different interviews.

AA FFeeww EExxttrraa SSppoonnggee AAccttiivviittiieess…… Expressive Language Exercises: Text Messaging: Give the students a few words on the overhead or whiteboard, such as: besoin… argent… vite… vo… rentrer (need money quick go home). And then have the class supply the missing words to create a complete sentence. Chère Nicole: This is a take-off on the old Dear John letter, but made for today’s classroom. Select a person that all the students know about and then write that person a letter leaving out strategic nouns, adjectives, and verbs. This activity can be adapted from a novice level of proficiency to an advanced high…no problem. For the former, give the students a choice of words in parentheses or a word bank (a little more difficult) at the bottom of the page. Inspiration for the recipient of the letter can come from Rolling Stone or even the Enquirer! An overhead transparency/Power Point slide can be made of (strategic parts of) the article, along with the picture, which can serve as an appetizer for this delicious activity! Enjoy! Nano-Micro Dialoguing: Line Up!: This particular activity can be used as a set for a new lesson, a re-cap of a lesson taught, or just another sponge activity to soak up the last few moments of a class. First, students are shown a question and an answer on the board or an overhead transparency (i.e., What time did you get up this morning?” “I got up at____o’ clock”). Then, they practice them a few times. They are then told that they must get up out of their desks, and only using the question and answer format that they practiced, and only using the target language, they will line-up in the order specified by the answer. Thus, a student who had arisen at 6 a.m. that morning may be the first person in the line, and one who had gotten up at 6:45 a.m. might be the last person in the line. The teacher then asks all of the students to respond to a variety of questions to further practice, using the above example, the recent past tense of the reflexive verb, to get up. Such questions could include: “How many of you got up before 6:15 this morning?” “Who got up the earliest? The latest?” Variations to this activity are only limited by the imagination of the teacher and can include: favorite foods, TV programs, and recent past activities over the previous weekend. Line Up! Is a wonderful way to get students up and moving while engaged in the target language. A Twist on the Ole Dialogue Routine: Practicing a dialogue is a snap with this little exercise. Have each half of the class say their assigned line of the dialogue, but with an attitude! Have one side be happy; the other sad, and then reverse it. Have one side be angry, and the other scared, and then reverse it. Have one side whisper and then louder; have the other start out loud and then go to a whisper! Violà! You’ve just had the students practice the dialogue without realizing it since they were having so much fun!

Painless Verb Drills: ¡Avalanca! The teacher draws a ∆ on the board. The students form two teams. Then, the first person in each team goes to the board, one on each side of the ∆, the mountain. The teacher then calls out the verb and the verb tense to be used in this game. Then, the game begins with a toot of a train whistle or the ding of a bell. The first person on each team starts by writing the first person singular of the verb in the designated verb tense. Then, the second person in each team runs to the board to write the second person singular of the verb. Each person in each team, quickly attempts to correctly write the correct form of the verb, in order, starting with first person singular, going through third person plural. The teacher must monitor this game very carefully. If a team member makes a mistake, then, the teacher goes to the board, with an eraser, and erases one side of the ∆ and cries out, ¡Avalanca! Then, that particular team attempts to climb the mountain again (see below). Pati-que-que: The premise of the hand movements of this fast-paced verb race is the children’s Patti-cake game, with a little variation. Two students face each other. They then attempt to conjugate the verb, first person singular through third person plural (in the verb tense called out by the teacher at the last moment), as they simultaneously use the following movements: left hand to left hand (1st. person singular) ; both hands clap together; right hand to right hand (2nd. person singular); both hands clap together; three claps of both hands together (3rd. person singular); turn around and continue with the plural verb forms, following the same gesture sequence. The faster the better with this race. Students love the speed, and the challenge. The teacher can use a stop watch to actually time the speed of a Pati-que-que round. Certificates can be placed on the wall to document the Pati-que-que champions. Más or Menos/Plus or Moins: The teacher holds up an object and asks the students to describe it. Then, the teacher asks the students how much the object is. (There’s a price written on the back of the object which the students should not be allowed to see.) Then, the teacher can give a range of prices to give the students a slight hint for a minimum or a maximum price for the object. Then, the auction begins. Students are allowed to call out a price only once, and then the teacher repeats the number and says, “más” or “menos” in the target language. For added practice, the teacher can ask the students if the preceding number is greater or less than the new number to reinforce the price range of the object. The game continues until a winner guesses the exact price that’s on the object. This is a great sponge activity to soak up a few minutes at the end of the class or to serve as a wake-up exercise for the students during a slow-paced class period. Students will beg to do this game and won’t realize that they are actually practicing their numbers while playing it!

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1. La Plata, capital provincial Bs. As. (Pcia.) 2. Chubut, pcia. Rawson, su capital 3. Linea C Retiro a Constitución (subte) 4. Vinos producto de Mendoza 5. Aconcagua montaña más alta de S. A. 6. Tango cantante, Carlos Gardel 7. Iguazú Cataratas 8. Recoleta Cementerio donde reposan los restos de Evita 9. los italianos inmigrantes más numerosos al país 10. Pedro de Mendoza fundó la ciudad en 1536 11. Juan Domingo Perón Presidente hasta 1955 12. Madonna Evita 13. Bariloche chocolate y turismo (esquiar) 14. Península Valdés ballenas, bellezas del mar 15. Ushuaia ciudad más al sur 16. Jujuy La Quebrada 17. Canciones de protesta Mercedes Sosa 18. Capital Federal Bs. As. (ciudad autónoma) 19. Posadas Pcia. de Misiones 20. Santa Rosa Pcia de La Pampa 21. Clima cálida, húmeda zona norte del país 22. Represión, desaparecidos 1976-1983 23. Fernando de la Rúa Presidente hasta 23.XII.01 24. San Telmo Feria en la Plaza Dorrego 25. Calle Florida Zona peatonal en el microcentro de C. F. 26. San Juan, capital San Juan, pcia. 27. Los Glaciares Parque nacional 28. Plaza de Mayo Madres y Abuelas en protesta 29. Asunción, capital República de Paraguay 30. La Boca Barrio turísico y pintoresco 31. Boca Juniors Equipo de fútbol 32. Río de la Plata Estuario más importante para Argentina 33. Aeroparque Newberry Aeroparque de C. F. 34. Mar del Plata Ciudad con playas, para el verano 35. Gral. San Martín El Libertador 36. Martín Fierro, gaucho Autor: D. F. Sarmiento 37. La Pampa llanura extensa en el medio del país 38. Montevideo Capital de la Rep. de Uruguay 39. Santiago Capital de Chile 40. Itaipú Represa más grande del mundo 41. Parque Palermo Jardín botánico bonaerense 42. Avda. Corrientes Avenida comercial, cines, negocios, etc. 43. Teatro Colón Operas, conciertos 44. Avda 9 de julio avenida más ancha del mundo 45. Neuquén, capital Neuquén, pcia. 46. Astor Piazzola Compositor de tangos 47. Justo Lamas Cantante popular de hoy 48. Catolicismo religión oficial del país 49. Bolivia queda al norte de Jujuy

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