Here’s an activity that allows you to get to know your students and helps them get to know each other. This explanation is long but the activity itself is fun, easy, and keeps students involved. Best part about it – it’s done in the target language! Even level 1 students with no prior language experience can do it!
Our goal for day 2 in my level one classes is…
I can introduce myself and tell something I like.
I can introduce a NEW friend!
I put this on the board without any explanation in English.
I start by introducing myself as I point to the words on the screen.
Me llamo Señorita Johnston. Me gusta (mmmmmmm) sushi.
(My name is Señorita Johnston. I like sushi.)
Without breaking down to explain this, I repeat myself with emphasis on the s’s in Señorita and sushi. This is originally a name game. So, in order to help you remember each other’s name, the thing you like has to start with the first letter of your first name. (I never expect level 1’s to put what they like in Spanish on the 2nd day of class. I try to suggest brand names that wouldn’t change anyway. Upper level students could probably do this ALL in the language -with the help of a dictionary. It would be a fun challenge!)
Next, I point to the poor child sitting closest to me. (His fault – he should have been able to tell I’m crazy!!!) I smile and tell him…
Te toca a ti…
(It’s your turn)
He, of course, has no clue what that means so I refer back to the notes on the projector screen and kind of encourage him to just give it a shot. After he introduces himself, I say…
Mucho gusto (Jaxon) or Hola (Jaxon)
(Nice to meet you, Jaxon) (Hello, Jaxon)
I try to give the class a “look” so they see… Oh, we should say “hi” or whatever else she just said, too! I don’t force this – but most are ready to connect with each other and like feeling like they now have permission to speak out.
That same kid then tells something he likes, hopefully starting with the first letter of his first name. If they aren’t getting it, I will write my name and sushi and their name on the board and circle the first letters. Usually, they catch on and explain it to each other.
After the first kid tells his name and what he likes I clear my throat, cough, and point at myself as I also point to the goal “I can introduce a new friend.” I help this first volunteer see the different column to talk about someone else. He finishes, and now its the next person’s turn.
Kid #2 goes and it’s much easier for him. He introduces kid #1 and thinks he is done. Ha! I clear my throat, cough, and point at myself. Most of the class gasps in shock now that they realize they are going to have to learn everybody’s name!
Are you confused yet? Let me try to make it clearer. This is what this activity would look like if my students were sock puppets and if I only had 3 of them.
So now we basically go though the whole class. I have big classes, so usually I only have students go back 4-5 people. Also, to keep the whole class engaged and involved I usually move around the class and do random checks like…
¿Cómo se llama ella? (What’s her name?)
¿Cómo se llama él? (What’s his name?)
A él, le gusta… (He likes…)
It’s a beautiful thing. They “know” zero Spanish coming into class. However, because they are so focused on the challenge of trying to remember new names and faces – that is the test NOT actually speaking Spanish.
When we have gone though the whole class, I ask for 1 person who can remember everyone’s information. It’s crazy, but someone always can!
I usually reward them with a candy bar or Coke for their hard work!
Have fun! Let me how it goes if you end up trying this activity!
KEYS TO SUCCESS
1.) You can’t force them to like it. If they aren’t “into” it then speed it up – do not drag it out!
2.) If a kid is struggling to even introduce himself, take some pressure off him and only make him introduce 1 other person. It is easy to make it look like you are changing it up – not feeling sorry for him.
3.) Mix it up. I will let 2 rows of students go, and then jump to the other side of the classroom so they stay on their toes a little.
4.) Don’t feel bad about calling a kid “Money Mike” or “Chocolate Chip Chris” the next few days – This activity is the ONLY way I learn all my students names in the couple of weeks!
5.) I want to learn all their names, and for them to know each other’s, but the class is about language learning. If a student knows “my name is…”, “i like”, and “his/her name is” by day 2 – it will have been a great day!
This is great! Thank you for sharing.
This is great except I’d never drink a Coke. Pepsi only please!
Also I have added a step where they make a little cardstock sign for their desk with the their name and a picture of their “like” because I’m such a visual learner.
Brilliant, Kara — as always!
What if….
you passed around a camera and snapped a quick picture–one with the student and their name showing, a second with the student and their “like” drawing showing. Load the pictures into Quizlet…olé Flashcards for the teacher to study! Also useful for the birthday task coming up soon, or for random selection of students to recite.
love this! Could use the pic for grouping too!
Like! I can set pictures in my gradebook (Teacherpal app) and this would so help me.
I have played this game before, but really didn’t think about playing it with my students in Spanish 1. GREAT IDEA and I will let you know how it goes. Also, Kara, thanks for the visual learner tip!
Used this today! They loved it
Aww so glad!
I love all of the ideas you have on here! Since this is my first year teaching, I’m finding your blog to be EXTREMELY helpful. Since I am the only language teacher (it’s a VERY small town), this is especially helpful because I won’t have a mentor that has taught a language before (other than English of course). Anyways I was wondering, when do you normally go over the rules. I was noticing that the first two days thus far don’t incorporate the rules. I want them to enjoy Spanish but at the same time I don’t want them to walk over me. I have already created a syllabus for each level (Spanish I, II, III, & IV). When do you think would be a good time for me to go over this w them?
I have tried it both ways… syllabus on day #1 (like at university) and no syllabus for up to 1 week while focusing on communicative activities and procedures. I will post my syllabus on the school web-site, but I may not even hand out printed copies this year as most of them end up lost/unappreciated. I have noticed that high school syllabi seem to include more about the rules and procedures and less about what will be studied this semester.
Like you, I do not want or need the students to walk all over me, so the first days are good to practice the procedures for these group activities. As our school’s only French teacher, I NEED them to fall in love with French, go home and rave about how much they can DO in French so the program continues to grow. We cover several items from the syllabus each day and by the time I may or may not provide a printed copy, there should be no surprises about our course of study or my classroom expectations.
I find rules mean almost nothing in my class. What matters is that you explain procedures. They need to know what you expect them to do when them come into class, before they leave, if they have a question, ect. I keep rules so simple – and always positive. I mention them the first week (prepare, respect, participate -that’s it!) but I feel a better use of time is explaining procedures and setting up routines. Talk discipline to individual kids when they have a problem – not the whole class. Like Becky said – you want their focus on enjoying the language!
Yes Becky! I agree!
Oh and about the syllabus… Who is the info for? Is it something thy want to know? They should know what topics they will study, how you grade, ect. Everytime I go over a syllabus it feels like my students shut down. It’s a one sided talk that they have heard many times. The quicker they have a goal to complete and something to do the better behaved they will be!
Very “doable” activity! Will try and let you know how it goes. I truly appreciate all of your well thought out, creative ideas!
Great idea! This year my goal is to start using more Spanish sooner in the year. I go back and forth on the “all Spanish” idea. 🙂 Love this.
I have done this in a smaller scale in my classes before. Definitely going to use it earlier in the year and only with my fifth graders! I already know everyone else and the new kids are the only ones that will need to introduce themselves to the class! Might use it the second day so my new kids get a taste of the language, too! Thanks so much!
I have become obsessed with Pintrest this summer and all the ideas and blogs out there. YOU HAVE THE BEST BLOG BY FAR! I love this idea! I love you two!
Awwww! Ha! Your comment cracked me up! I’m honored to even make it on to pinterest! 🙂
welll, your blog is ALL over pinterest right now. I kept seeing all these pins with creative language class. So I checked it out, and the result…. I LOVE it!!! So many great ideas 🙂
Oh my …. just found your blog and what great timing for me! After 13 years of teaching French in lower school (grades PS to 5th), this year will be teaching a Level One course to 8th graders and have very much appreciated and enjoyed reading about your great ideas!! Thank you for taking the time to do this and sharing your ideas.
I may have missed this somewhere but I’m curious as to what you do on the first day. Thanks again!
Check out our post “First Day Back” – Enjoy your new students!
I love this game. I can’t wait to try it.
Great idea minus rewarding kids with junkfood…aren’t we supposed to be role models for good nutrition in schools and fighting childhood obesity? I do love your blog but I think we need to get away from rewarding our students with empty calories and be creative with other ways of rewarding…stickers, pencils, gel pens, cool notebooks…
Reblogged this on bettertogetherwlsharefair and commented:
great for all levels- i like the written support, but insistence on using only TL!
FANTASTIC activity/idea. Thank you so, so much for sharing. I look forward to trying it this week.
Welcome! Let us know know how it goes!
Great ideas, thanks so much for posting and sharing. One question though, if you are doing this act on day 1 or 2, have you already given them a list of vocab words to talk about things they like as they go around the room introducing themselves and presenting each other?
How do they know the words in the target language to say they like them?
I encourage them to use brand names (Kara = Kit Kat or Kohls, Jenny = Jello or Jerry’s, Megan = Milky Way or McDonalds, Tim = Target or Tom Thumb) then they don’t need other words. You could draw some pictures on the board to help them think of brands: candy, restaurants, clothing (arrow at label), etc. Sometimes they surprise me and know a few words in Spanish that work!
Today was the first day of school. I used this activity with my seventh grade Spanish 1 students. it took them awhile to figure out the strategy, but they did figure it out. This is a wonderful activity.
So glad to hear it worked well! Thanks for your feedback.