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FLTEACH PROJECT From February 2011 Archives

By: Liliana Garcia

Hi everyone, Do you have any good review activities to complete the day before an exam? I was thinking of Jeopardy, wanted to see if anyone had any other ideas? Thanks for your help, Josh

Vocabulary baseball By: Karen

I like the idea of vocabulary baseball - but I haven't used it yet. You can have kids break into 2 teams and when someone is at bat they can decide if they are going to try for a single, double, triple, etc... Instructions: Single: you giving them a word in Spanish and they have to tell you what it is in English Double: English to Spanish Triple: use it in a sentence Home run: give a Spanish definition for a Spanish word of course, depending on the level of your students, you can change these "hits" to different categories (homerun could be a random cultural fact for example, or a double could be singing a song lyric, or a triple could be translating a sentence..... i dunno) You'll have to take the idea and develop it on your own, since I haven't really thought through how to keep one team from constantly hitting singles and never getting out... or what if they try for a home run but hit a double? Or what about bunting? ;-) You should be able to get some cubs/sox rivalry going... and can even mention some Latin American players from those teams! Comments We play this baseball activity in my lower-level class, and I have a dryerase die that I write "sencillo" "doble" "jonr贸n" "fuera" etc on, and the student rolls AFTER they answer correctly. But they are also competing with the "baseman" they are

lined up with. If the baseman gets the answer right first, it's an out. Etc. My kids are obsessed with this game and ask to play it weekly Joy Lewis-Mendez High School Spanish The Paideia School Around the World By: Shelly McC-Lane Around the world is a favorite vocabulary review - one student stand behind another, you say a word, the first student who correctly gives the same word in the other language moves on to the next student. The first student to make it back to his/her own seat is the winner. I do this with all of my language classes. Sometimes I give the Latin/French/Spanish whatever, other times the English first.

Centers By: Emily Wicks Spanish I and II Philadelphia, PA The review activity I usually do is a "centers" activity. Instructions I push the desks into tables, and each becomes a station where the students complete a task. Students stay at each table for about 8 minutes, then my timer goes off and they move on to the next station. I do 6 tables so we have the last 10 minutes of class for questions - our classes are an hour. It keeps them all really engaged and focused because they know they're only working on each activity for a short amount of time. I try to mix it up so that at one station they have to draw something based on directions in Spanish, at another table they might play "Go Fish," at another they'd complete 15 out of 20 questions on a worksheet, etc. Sometimes I stay at one station to facilitate a listening activity, other times I just walk around the room and make sure students are getting answers correct. The activity pretty much runs itself and my students really enjoy it! Good luck!

Stand and Shout By: Stephanie

I like to play "Stand and Shout" with my classes. I write a list of clues/questions/prompts in French on a paper. Then, I write two sets of index cards with the answers. Each group of index cards should be a complete set of answers. On the day of review, divide the class into two teams. Distribute one set of index cards among each team. Some students may have 2 or 3 cards; this is fine. Explain to the class that you will read a TL question. If the answer is on one of their index cards, they must *stand *and *shout* (ok, say it loudly) it. Each team has the same answers so the goal is to be up first. Designate a scorekeeper for each team to make your job easier. If the student doesn't stand, no point. If you can't hear it or understand it, there is no point. Every few rounds have students switch up the cards. This keeps them from sitting back and thinking, "I already did mine, I'm done." It also keeps them looking around to see who has the correct card and pushing that student up. This takes about 10 minutes, unless you play twice (which I have.) Example Q and A: When do you eat lunch? *I eat lunch at 12h30. *

Comments My kids love all the stuff from Some of the software is free and all of it works great on a Smart Board. Best regards, Art

Musical Chairs By: Brigitte Kahn I do some type of "musical chairs" activity. It works best if the classroom is set up in rows. I write questions on index cards and put one on each desk. Above each question is a number (usually from 1 - 25). Then each student is given a sheet with the numbers from 1 - 25 (again, depending upon how many questions you have). They start with the number that is written on the index card at their desk. I set a timer (or play music) for about 20 seconds. When the time is up, they move on to the next number/desk. Once the round is completed, we go over the questions as a class. The students really like this. They get to move around, listen to music and review, all at the same time.

Study Guide Virginia Silveira Gills, M.Ed. Spanish and ESL Teacher Reading Specialist Administration and Supervision I always give a study guide that has the exact directions from the test, with a few sample questions. I do not believe that students should stress over the format of the test. I have also taken questions from the test and turned them into a game like you are describing. Sometimes I take questions and put them on a flashcard, being sure to have one for each student in the largest class that I have. Then I randomly put answers on the back...not the answers to the question on that card, but one of the other cards. Then as a whole group one student will begin by asking her question and the student with the answer on his/her card will answer. If it is correct, that student then reads the question

on the back of his/her card. WE do this until we are done. It's pretty good because everyone needs to stay on task to know when it's your turn. My students know me well enough to know that if we are doing this right before a test, there could be some test questions in the activity too! I have also taken questions from an old test and divided into the number of groups that I have. My class is set up in 5 small groups so I make 5 of everything. In this case, I would have one test divided into 5 sections. I would number the sections 1-5. Then pass the sections out. The group works together to go through the questions and answers and if they do not know something, together they figure it out. They can use notes, books, etc. After a predetermined amount of time, they rotate the review activity. This continues until they have completed all 5 activities. Again, there is generally high interest because my students know that I am not in to busy work and that there will likely be a similar or even exact question from this activity on the test. I hope that this helps.

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