Hey, friends! Here is part 4 in a series of posts about teaching in French 90% or more of the time in World Language classrooms. Whatever, whenever, and however you choose to make the shift towards 90% or more teaching in French, Spanish, or other World Languages, please know that it can be a journey, a mindset, and a test of (your own) patience.
Finding more French speaking activities is the goal because at a minimum, teaching more in French is a topic of blogs, conference sessions, and conference workshops. And you currently possess all you need (your language skills) to begin teaching more in the target language. This blog explains in detail my layout, my delivery method, and partly my philosophy of how to teach French.
How to structure speaking activities to engage students at the same time that I am teaching in French?
- Class routines that I set up
- Total Physical Response (TPR)
- The structure of an individual speaking activity in French
I do recommend my post on Listening Activities (Part 3 in the series). If I am to stay in the target language, I need to work on automatizing their listening skills and Part 3 has some strong ideas. The ideas that follow for setting up speaking activities in French or Spanish are yours to try, adapt, re-invent, or throw aside as you shift to teach more in the target language.
Routines for Teaching in French
I have mentioned routines and rituals many times across several blog posts. Whether you want to start speaking more French in level 1 or make a shift in French 5, routines are an essential best practice. What routines do you have for setting up a speaking activity?
- Are speaking activities a daily routine?
- In my class, there are activities to practice speaking French every day.
- Why have you assigned this speaking activity?
- In my class, every unit has a speaking summative (presentational or interpersonal).
- How to find a partner?
- In French 1, I switch partners every 2-3 days during 1st quarter as I get to know my new students.
- For variety in switching partners at any level (as an Amazon Associate, I earn from qualifying purchases):
- Choose jumbo craft sticks – 200 per box – that have their names written on them
- Switch the seating chart on the 1st of each month
- Get a basic clipboard and sheet protectors
- Find a website that will make random partners (after I type in their names)
- How do the students know what to do?
- Model, model, model before letting them work with a partner
- What type of activity immediately follows your speaking activity?
- ⅓ of the time, I follow a speaking activity with a large group share-out (“My partner said …”).
- ⅓ of the time, I follow a speaking activity with a related writing activity
- ⅓ of the time, students repeat the exact same speaking activity with a 2nd or 3rd partner
Whether you start speaking activities as a routine immediately in French 1 or you are making a shift in French 4 or 5, any day is a good day to begin new routines. Your mindset and patience to implement the routine is essential – more for your consistency and routine than for students.
Total Physical Response (TPR)
I give directions in French using TPR that we’ve previously learned. Words that I use often to keep me teaching in the target language when setting up a speaking activity:
- Tournez, répétez, prononcez, dites (turn, repeat, pronounce, say)
- Écrivez, n’écrivez pas, copiez, ne copiez pas, échangez vos papiers (write, don’t write, copy, don’t copy, exchange your papers)
- Levez-vous, trouvez vos partenaires, asseyez-vous (stand up, find your partners, sit down)
- Each one of those directions have an associated gesture that we have previously practiced in a separate lesson. The speaking activity is NOT the lesson to also teach them the TPR words. Keep it separate. Here is a blog post dedicated to TPR.
Lesson Planning for Teaching in French
I am incredibly intentional with my lesson planning in French. Sometimes, for new topics or new activities that I’ve never presented, I still script out what I will say. The act of scripting out my French helps me choose my directions carefully and stops me from being too wordy. Scripting out my directions in advance also keeps me teaching in French and I notice where I am modeling the activity (a routine) or where I need to introduce a new vocabulary word or, most importantly, where I will check for comprehension of what I’m saying.
I can’t wait until the end of my directions and modeling to find out that students only understood 50% of what I just said. While teaching in French or your target language, check for comprehension every minute or so when setting up a speaking activity. Here is a previous detailed blog about comprehension check questions.
Yes, even after 30+ years of teaching in French at the middle school and high school levels, I still scribble my notes when I present a new unit (that I’ve never taught) or a new activity (that a colleague recommended). Scripting in French keeps me less wordy and in the target language.
Teaching in French or Spanish is not an exact science. It’s a journey. It’s an intentional, pre-planned delivery of a lesson that is full of routines, TPR, and modeling. Don’t give up.
Your time, effort, and patience will pay off as you create new routines for teaching in French, Spanish, or other World Languages. Consider watching blog videos on my YouTube Channel: L’Essentiel French Resources for more teacher tips and ideas. My name is Lisa and I appreciate being your new French colleague. How can I help you tomorrow?
