Saturday, September 5, 2015

We're moving...

...to REAL LANGUAGE right away.com!

We are excited to launch our new website!  You will certainly enjoy its new features, including its integrated blog-- from now on, we will be putting new blog posts up here.

Other exciting features include :

- newly published curriculum : Real Mandarin right away! Level 1

- detailed FAQs

- our eBook, Teacher's Guide and Audio are now offered as digital downloads

- New product for High School teachers : our High School Pack features a digital download of our eBook and Teacher's Guide for a discounted price!

- our popular Target Language Posters are now available on the website in French, Spanish and Mandarin!

- Free sample lessons on each language page

- New shipping options include USPS Media mail for small orders


See you at www.reallanguagerightaway.com!
- Elizabeth and Denise

Thursday, July 23, 2015

Our Guide to Partner Practice



The foundation of the RLRA program is the Partner Conversation, a tool that allows students to have a meaningful exchange in the target language right away.  To have success in using the curriculum, facilitating effective partner practice in the classroom is crucial.  How do you keep students practicing?  How do you keep it interesting and fun?  With our Real Mandarin right away curriculum going to press in just a week or so, we thought it would be a good time to review some basic concepts in how to use our program.
 

Please keep in mind that establishing a routine with partner practice is very important.  It takes time for students to learn to practice with each other, and it takes good coaching from their teacher to learn to do it well.

First, here is a list of basic steps of how to get students started with a Partner Conversation:


1)     Model pronunciation.  It is important that students have a good grasp of pronunciation before you set them off to practice with their partner.  Model it in a dynamic way.  Be dramatic!  Use gestures.  Ask questions to make sure students comprehend the dialogue and interact with the elements present.


2)    Once they are comfortable with pronunciation, assign partners.  We usually have a seating chart so students are with the same partner for a number of weeks, but assigning partners can be done in a number of ways.


3)    Give them guidelines on practicing.  Let them know how many times you expect them to practice.  We suggest 5 to 10 times.


4)    As they are practicing, circulate around the room and listen to groups.  Gently correct pronunciation if necessary.  Provide positive feedback—an encouraging word, a high five, a sticker, or a stamp in their book for saying the conversation well.


5)    Once students have had a chance to practice enough, ask a group to volunteer to present the conversation for the class.

There you have 5 simple steps in getting started.  Remember, the Partner Conversation is just that, a starting point, but the goal is to have the students internalize the language presented and be able to transfer it to a variety of situations.  We want them to own the language and be able to use it spontaneously!

In order to do so, it is important to vary partner practice, giving the students a chance to practice with different partners and practice in different ways.  Here are some ideas for switching up partners:


·       Teacher assigns partners randomly


·       Teacher assigns partners intentionally (students whose birthdays are near to one another, matching clothing/eye/hair colors, teacher numbers off)


·       Arrange students in inner/outer circle facing one another, students cycle through the circle when a signal is given (a bell, music, or a teacher prompt)


·       Arrange students in two lines facing one another, students cycle through the line when a signal is given (a bell, music, or a teacher prompt)


·       Students mingle around the room, practicing the conversation a minimum number of times


·       The Mixer cards from the Teacher’s Guide can be used to match up partners : two students who have the same card become a pair.

Here are some ideas for supplemental practice.  Remember, you can get a lot of mileage out of one conversation, and if the students are going to own the language, it is important that you do! 




Discussions

Once the students have practiced the language in the conversation, the teacher can lead a class discussion, asking the key question from the conversation.  The teacher can also facilitate discussion between partners or small groups of students, providing them with a key question.  The teacher can also ask the students to direct questions back to the teacher.  The teacher might use a question directly from the conversation or use a related question that does not appear in the conversation.  For example, in Conversation 5d, the teacher might ask the students what they eat for lunch or dinner.  Then the class might discuss two of their favorite foods.



Charades

We suggest using gestures as much as possible to reinforce language.  Playing charades is a great way to do this.  It can be played as an entire class.  The student who comes up to the front can either come up with what he wants to act out from the choices given, or the teacher can have him pick a slip of paper from a hat.  Students can also play charades in pairs or small groups.  Teachers should provide all of the language necessary for them to play charades in the target language.  The teacher might write a short dialogue on the board to model it.



Modifying the Conversation

The Partner Conversation is the starting point, but the goal is to have student change and manipulate the language as much as they can.  Students will naturally ask for more choices in a given conversation, and the teacher shouldn’t hesitate to give them more options.  The teacher might suggest different responses to questions or different rejoinders.  Any element of the conversation can be changed—a number, a time of day, a name of a person.  Encourage your students to improvise as much as possible!



Memorizing the Conversation

Asking students to memorize the conversation can be very motivational.  It gets them to practice more and internalize the language.  This can be done as a class requirement where each student performs for the whole class.  Another low-stress and efficient way to require memorization is for the teacher to circulate as the class is practicing, stopping to listen to one group at a time to evaluate them.  Teachers can also reward students who are able to memorize the conversation with a sticker or an extra credit ticket and not require everyone to perform the memorized conversation.



Songs and chants 

Finding music that goes along with a conversation can be very helpful in reinforcing the language.  A teacher can also make up his/her own rhythmic chant using language from the conversation.  You will find some examples on our youtube channel.  (http://www.youtube.com/reallanguage) Chanting provides motivation to repeat the conversation, reinforcing the intonation and pronunciation.



Conversation race

At the end of a unit, you can set up a competition with the students.  They practice all the conversations from the unit with their partner, and each time they memorize one, they perform it for the teacher to receive a point.  The team who memorizes all of the conversations first wins.




Monday, June 29, 2015

Sneak Peek and Free Sample : Real Mandarin right away! Level 1


It's hard to believe that the drafts of the Real Mandarin right away curriculum are sitting on my kitchen table.  Since 2009, when we began writing our curriculum in French and Spanish, we have been asked on a number of occasions if we would ever be publishing the program in Mandarin Chinese.  Denise and I would look at each other and think, how would we ever do that?  It seemed like quite an undertaking, as we have very little knowledge of Mandarin Chinese.

Last fall we received an email from Christina Chen, a Mandarin teacher at Deerpath Middle School in Lake Forest, Illinois.  In talking with one of her French teaching colleagues, she came across our Real French tout de suite curriculum.  When she saw the books, she said to herself, I want this curriculum in Chinese!  So, after some emailing,  we met for coffee and discussed the idea.  She began by translating a couple of our stand-alone lessons on TpT, and we saw that they transferred easily into Mandarin.  We decided to take the plunge and bring Christina on as our translator.


The process of writing this set of books has been consuming but very rewarding.  We based it on the Level 1 curriculum for Spanish and French, but we eliminated a couple of units, knowing that learning Mandarin is a more intensive process for English speakers.  We wanted the Student Activity Book to flow in the same way that the Level 2 books do, so the conversations are integrated into the progression of the book.  We included many more written and oral activities following each conversation.  Essentially, the Teacher's Guide and Student Activity Book were completely transformed in the process, with a very satisfying result.  And we couldn't have found a better translator than Christina; her attention to detail, understanding of the approach, and amazing dedication to the project have been tremendous.

Here is your sneak peek:



We are aiming to release Real Mandarin right away Level 1 sometime in August, along with a new and improved website.  In the meantime, we leave you with this free sample lesson-- please share it with all of your Mandarin colleagues!

https://drive.google.com/file/d/0B37KifMhLfrxdHM1SEdzMUl5cTg/view?usp=sharing

Also, we are so pleased that the new online tutoring service Pandatree.com is leveraging our Partner Conversations with their Ready for Immersion classes.  (If you haven't yet learned about Pandatree, please check it out!  It's a wonderful concept, and they will be expanding to French and Spanish in the future!)

Wednesday, September 10, 2014

RLRA for Small Group Tutoring

When Denise and I began creating our conversational activities, we were using them in the classroom with our elementary and middle school language students.  Since then, we have both had opportunities to use our curriculum in the context of individual and small group tutoring, and the activities are very much adaptable to this context.

I (Elizabeth) am currently taking a year off teaching to be home with my baby, but I am continuing to teach what I call my "library class" -- the small French class I teach at the library.  I have four students-- a 2nd grader, two 3rd graders, and a 4th grader.  Last year, we completed the first half of Real French tout de suite Level I, and the students made nice progress.  We meet once a week for 45 minutes.

This year, I have renewed energy toward the class--I have to admit that I am really missing the classroom maybe that is why I spent 4 hours prepping my first "library class" last week.  I decided that I would use it as an outlet to create and test some new lessons.

The students always enjoy any conversation that lends itself easily to role play.  Last year, they really enjoyed creating their own menus and acting out the restaurant conversation from Unit 6 in the book.  So, with that in mind I wrote a lesson about ordering in a French bakery.  Who doesn't like to learn and talk about French pastries? :)

I am going to post the conversation here, but for any of you who would like the full lesson (which includes 5 pages of oral and written activities, a speaking rubric, and a quiz), it is available on TeachersPayTeachers for a very reasonable price. :) 

As you can see, it is a simple, useful, and fun conversation (three adjectives that describe our curriculum well!).  The students had a ball acting it out.  One thing that I have really liked using with the small group class is the mixer/vocabulary cards.  I print out a set of them, and they enjoy manipulating the cards.  In this instance, they are ordering and serving pastries as they hand the cards to each other.  I also printed out some fake euros so they could practice numbers in the context of counting money.

I love how the lesson is a great starting point for discussion of French culture.  Next week I plan to show them photographs of the pastries (easy to find with a simple google search!) and see if I can find a fun song on youtube to go along with the conversation.  Oh wait, I just found one :



I came back from my class so inspired today that I just had to share.  I hope that those of you using our resources are having similar experiences-- we always love hearing your success stories!

Thursday, February 6, 2014

Spanish videos from RLRA!

¡Hola!  We are proud to announce that we have (finally!) posted some rhythmic chanting videos in Spanish!  We are grateful to Caleb Howard of senorhoward.com for collaborating with us on it-- ¡muchas gracias!

Enjoy!













Monday, January 6, 2014

Supplemental Activities available on TpT!

Many of the teachers who use our resources have asked us to let them know when we create more materials!  Well, we're happy to say that we have begun to create some new materials!

Denise and I have wanted to start creating some new resources-- supplemental resources that follow our Partner Conversation model-- for quite some time now.  Eventually, we would like to recreate our website so that certain products (including these new supplemental activities!) would be available for electronic download.

We're not there yet, but in the meantime, we've decided to offer some activities on www.teacherspayteachers.com.  We are envisioning a few types of activities.  First, some simple communicative activities geared toward secondary students with supporting oral and written activities, as well as evaluations.  These would be inline with the Level I materials from REAL LANGUAGE right away.  Second, we would like to offer some more complex Partner Conversations that are situational (much like some of the conversations from RLRA Level II) with supporting activities.  Third, we are planning to set up some Partner Conversations with explicitly grammatical goals, especially conversations that demonstrate the use of particular verb tenses.


Here are the lessons that are available so far : 

Spanish Lessons
En el invierno (Free!)
Mucho gusto
Todos los días
Halloween (Free!)

French Lessons
En hiver (Free!)
Halloween (Free!)
Enchanté(e)
Est-ce que...? (ER verb conjugation)
Je voudrais
Tous les jours
Quand j'étais petit(e)... (Imperfect tense practice)

We are just getting started, and we would love to have some feedback on the lessons we are creating!


Monday, August 19, 2013

eBook + Teacher’s Guide Giveaway!


To celebrate the beginning of the school year, we’ve decided to offer a giveaway from Real Language right away.

The winner of the giveaway will receive a Partner Conversations eBook and Teacher’s Guide of the language and level of their choice, everything you need to use Real Language right away as a supplement, valued at $70+ dollars!

(To read more about the products, visit http://www.reallanguagerightaway.com)
To enter our “eBook + Teacher’s Guide” giveaway, here’s what you will need to do:

1. "Like" Real Language right away on facebook.
 

2. Leave a comment on our blog and/or facebook page telling us what level/ language you teach and at least one of the following : how you found out about RLRA, or how/if you use our ideas and products, a success story from one of your classes.

(Doing #1 and #2 will give you one entry)

You may do the following for extra entries. They are not mandatory, but they will increase your chances!

1. "Share" Real Language right away’s status on Facebook by posting it on your own page between August 19th and September 6th. (5 entries)

2. Mention or retweet our giveaway on twitter (tag @REALLANGUAGE) (5 entries)
3. If you use our products, send us an email at hippocampepublications@gmail.com with a testimonial.  (10 entries)

**The giveaway will end on Friday, September 6th at 11:59pm.   A winner will be chosen and announced on Monday, September 9th via facebook and our blog. You must be a US resident to win the prize.