DOCUXENT REM= ED 333 726 FL 019 215 AUTHOR Weiser, Ernest V., Ed.; And Others TITLE Foreign Languages: Improving and Expanding Instruction. A Compendium of Teacher-Authored Activities for Foreign Language Classes. INSTITUTION Florida Atlantic Univ., Boca Raton. SPONS AGENCY Department of Education,Washington, DC. PUB DATE May 90 NOTE 295p. PUB TYPE Guides - Classroom Use -Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Audiovisual Aids; *Classroom Communication; Classroom Techniques; *Communicative Competence (Languages); Inservice Teacher Education; Instructional Improvement; Intermediate Grades; *Lesson Plans; Secondary Education; *Second Lenguage Instruction; *Teacher Developed Materials ABSTRACT This collection of 98 lesson plans for foreign language instruction is the result of a series of eight Saturday workshops focusing on ways that language teachers can develop their own communicative activities for application in the classroom. The ).essons wert produced by 30 foreign language teachers, each of whom was required to write a brief report on how techniques and methods of instruction covered in each workshop session could be incorporated into lesson planning, and to create an actual lesson plan based on the report. Most were successfully implemented before inclusion in the collection. While the reports and plans are language-specific, the activities can be adapted for any modern language. Strategies on which the lessons are built include confidence-building, student-centered communication, use of audio-visual materials, development of oral/aural skills, increasing motivation, introducing and stimulating cultural awareness and appreciation, and evaluating skill development. Some lesson plans are illust.rated or contain reproducible materials. (MSE) illeft*********************A*********************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *****************************************************t***************** FOREIGN LANGUAGES: Improving and Expanding Instruction -PERMISSION TO REPRODUCE THIS U 3 DEPARTMENT OF EDUCATION MATERIAL HAS BEENGRANTED 9Y e st.or.a+ PPSea, EDUCATOPsiAk. PFSOuP1IS IN1OR4AT,004 \ NTEP EPC do< ,merq P%asrsee., ,ep,oduced as f!.e!,,ed IN^ urvo)at,,y h.or,ges ove .4eer", .,aor Apl(rdu.C. or, ;11. TO THE EDUCATIONALRESOURCES e Poonts crf opo,,onl, ya!ea INFORMATION CENTERERICI. "e(OSS.ar,,y ,er,,ese", a, A Compendium of Teacher-Authored Activities for Foreign Language Classes Edited by Ernest L. Weiser Vilma T. Diaz Richard D. Saporita Produced and pdnted through a federal grant funded by "The Secretary** Discretionary Fund: Cdtical Fordgn Languages" BEST COPYAVAILABLE FOREWORD The reports and lessonplans contained in this volume were produced by Braward and Palm Beach County foreign languageteachers in a program funded through a grant provided by the United States Department ofEducation, "Secretary's Discretionary Fund: Critical Foreign Language Program." The grant resulted trom a collaborative effortbetween the School Boards of Broward and Palm Beach Countiesand the Department of Languages and Linguistics of Florida Atlantic University,in the continuing pursuit of excellence in inservice opportunities for foreignlanguage teachers in the South Florida area. The program was divided into three phases. This compendium is a product of Phase II. Phase II consisted ofa series of eight, Saturday workshops held on the Boca Raton campus of Florida Atlantic University. The project focused on ways teachers can develop theirawn communicative activities for _pplication in their classrooms, and uses ofcommunicative activities not only to increase student interest and participation,but also to help the student to develop the oral skills necessary for successfulcommunication in the target language. Each workshop was conducted byan expert on the r-avticular topic scheduled for that session. Each of the thitty participants inPhase II was required to write a brief report on ham the techniques and methods of instruction covered ineach session could be incorporated into his/herlesson planning, and to create an actual lesson plan basedon the report. Most participants successfully implemented the lesson plans before submittingthem for replication. Approximately two hundred fiftyreports and lesson plans were submitted and about 100 were selected for replicationand distribution to the entire group o participants for use in theirawn classrooms. The reports and plans in this work are language-specific, butthe activities are universal and may be adapted for use in any modern foreignlanguage classroom. May, 1990 Dr. Ernest L. Weiser Project Director and Professor Department of Languages and Linguistics Florida Atlantic University Boca Raton, Florida Richard D. Saporita Dr. Vilma T. Diaz Co-Coordinator of the Project Co-Coordinator of the Project Foreign Language Curriculum specialist Foreign Language Supervisor Department of Secondary Education The School Board of BrowardCou.at* County School Board of palm Beach County Ft, Lauderdale, Florida West Palm Beach, Florida tnd8/cbk/for(1) SESSION I Introduction to Second Language Acquisition: Strategies to Build Confidence Barbara Snyder, Ph.D Normandy High School Parma, Ohio GOALS To examine the young language learner (11-15) and the problems in reaching and teaching them, to suggest strategies for success in dealing with students of this age group, and to present ideas and activities to use in the classroom in order to motivate the young language learner. OBJECTIVES Teachers will identify the characteristics of the yoang language learner, and will compare and contrast them with the characteristics of children and of adults. Teachers will understand appropriate classroom management principles for use with young language :_earners. Teachers will participate in a number of games and activities that can be used to motivate the young language learner. Teachers will observe examples of creative hands-on activities and,if time, will construct one or more examples. tnd8/cbk/for(2) Barbara L. Billington October 29, 1988 Introduction to Second Language Acquisition: Strategies to Build Confidence Techniques and various forms of methodology were presented in the first workshop on 10/30/88 by Barbara Snyder. One particular activity entitled, "Tic-Tac-Toe" was chosen by this participant to meet the following requirements set forth in the syllabus: 1. To provide student centered activities. 2. To allow students to experience a creative, competitive, and communicative activity that leads to cognitive processing. 3. To allow small group student-to-student interaction. 4. To provide one-on-one student to student interaction. Vocabulary for words referring to various members of the family were chosen as the target vocabulary. The possessive use of Je and practice in using the verb llamarse were also factors of the game. Three, rather than two students, were grouped together to participate in the activity.One student in the group was chosen by others in the group to be the moderator. At least 3 rounds of play would take place, so that each member of the group could be the moderator. The M. C. (moderator) was given a master card or list of the clues or questions that the other two players would be asked. Each box on the grid was numbered from 1-9. Play began when contestant called out one of the numbers. The moderator would give the clues or ask the question listed on his master Tic- Tac-Toe grid for the number called. Players would mark either an X or an 0 on their blank Tic-Tac-Toe grids for correct responses. Play continued for several rounds allowing all of the students in each group the opportunity to be the moderator. Tic-Tac-Toe grids erogress from single word answers to phrases using vocabulary and the possessive use of de, and finally answers that required complete sentences. Student response was positive with requests to repeat this type of activity. for.lang./1(1) 2/1/89 Barbara L. Billington October 29, 1988 Introduction to Second Language Acquisition: Strategies to Build Confidence LESSON PLAN Lesson Plan for Spanish 901 Beginning Spanis:1 A,D. Hmderc'on University Lab School Text: Nuestros Amigos: Chapter 2 OBJECTIVES: 1. To review vocabulary words for members of the family. 2. To review possessive use of de. 3. To give practice in using verb llamarse. 4. To pro\ide student activities where one-on-one student interaction takes place. MATERIALS NEEDED: Several sets of flash cards with vocabulary printed on both sides--English on one side and Spanish on the other side; plain paper or worksheere. ,tith blank tic-tac-toe grids printed on them; special tic-tac-toe grids with vocabulary and directions for moderator; book Nuestros Amigos or chart of Paco's family, p.9, pencils. PROCEDURE: 1. Review family words with students using flash cards. 2. Distribute extra sets of flash cards. Allow students about 5 minutes for vocabulary drill. 3. Direct stuaents attention to Paco's family tree, p. 9 in text Nuestros Amigos. Ask students questions about Paco's family using verb llarmarse and the possessive use of de. Illicit responses that also use verb llamarse and the possessive use of de. Allow 5 minutes for students to ask each other questions about Paco's family. Do not specify whether answers should be one word answers or answers written in a complete sentence. 4. Pass out blank paper and pencils. Have students number from 1-15 on both sides of paper. Explain this activity is a game not a quiz. Ask 15 questions about Paco's family. Do not specify whether answers should be one word answers or answers written in a complete sentence. 5. Ask students to set aside paper they just completed. Divide into groups of 3, having students count off 1,2, 3. Meet with all the l's. Tell the 2's and 3's to continue practicing vocabulary related to Paco's family. 6. Explain Tic-Tac-Toe game to l's. Give them the moderator's Tic-Tac-Toe grid and blank grids to be used by the other students (contestants). 7. Call class to order. Moderators give contestants in their group blank grids and explain rules of the game.