What Works

The question here might not be “what works” but rather “why it works.”  In the field of second and foreign language acquisition, interaction in the classroom has long been considered a critical part of language learning. In an interactive classroom, adult learners are not only ready and willing to work together, they tend to learn better. They focus more on what they are saying rather than how they are saying it, thereby alleviating any self-consciousness or inhibitions that might otherwise keep them mute. Far more learning happens in a cooperative language environment in which learners manage meaningful context and language tasks that allow them to practice learned vocabulary and apply grammar concepts. They make choices! They generate their own sentences to convey the meaning they want - and ultimately with great success! Look below for tips and techniques from Work into Spanish that will help you create your interactive classroom.
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Cool Conversation

PostDateIcon June 1st, 2013

Doing  favors – Ask the person next to you for a favor. That person agrees to do it or comes up with excuses.

Possible examples:

Favor: ¿Me puedes traer una botella de agua?  Tengo mucho sed.

Response: ¡Claro que sí!  Lo haré inmediatamente. 

Favor: ¿Me puedes llevar mañana a la oficina? No tengo carro.

Response:  No.  No puedo.  Mañana es mi día libre.

Grammar Goodness

PostDateIcon June 1st, 2013

Practicing Commands – and a good way to get the whole class moving!  Students listen to the command and react accordingly.

 Examples:  

  • ¡Si Ud. tiene menos de diez anos en esta compañía, mire para arriba!

   If you have been working for this company less than a year, look up!

  • ¡Si Ud. Tiene ventana en su oficina, mire para abajo!

   If you have a window in your office, look down!

  • Si Ud. llegó  a tiempo hoy al trabajo, levante la mano derecha.

   If you got to work on time today, raise your right hand.

  • ¡Si Ud. trabajó horas extra esta semana, levante la mano izquierda.

   If you worked overtime this week, raise your left hand.

  • ¡Si Ud. habló en español esta semana, levántese/párese!

   If you spoke Spanish this week, stand up!

  • ¡Si Ud. no habló en español esta semana, levántese/párese!

   If you didn’t speak Spanish this week, stand up!

  • ¡Si a Ud. le gusta esta actividad/ejercicio, siéntese!

   If you like this activity, sit down!

  • ¡Si Uds. pueden  crear otras tres instrucciones como las de estos ejemplos, aplauda!

    If you think you can create 3 commands like these examples, clap your hands!

 Then have students make groups to create their commands, and try them out!

Slide Splitters

PostDateIcon June 1st, 2013

 Trabalenguas (Tongue Twisters)!

Practice these for fun. 

El vino vino, pero el vino no vino vino, el vino vino vinagre.  
(The wine came, but the wine didn’t come as wine, the wine came as vinegar.)

Poquito a poquito Paquito empaca poquitas copitas en pocos paquetes.  
(Little by little, Paquito packs (is packing) wine glasses in a few boxes.)

Como poco coco como, poco coco compro.  
(Since I eat little coconut, I don’t buy much (coconut)).

Pepe puso un peso en el piso del pozo. 
(Pepe put a peso on the floor of the well._

Ask a Spanish-speaking co-worker to teach you another!

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What they are saying …
“Work into Spanish is top choice for our workplace Spanish courses. Employees begin speaking Spanish from the first day and are inspired by their confidence as they bridge the gap of communication at work. With this kind of course content, we continue to feel assured that our classes present the best materials in serving our business and industry clients in an exciting and relevant way.”

Judith D. Trester Director, Economic & Workforce Development Dept. Pierce College
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