In the following I will describe how I would use an ICT resource I have created for a Year 7 LOTE lesson. Unfortunately enough, I have not had a chance yet to use my resource in the classroom since the school where I am doing my practicum only offers Japanese and Italian as foreign languages. The resource was designed for the closure part of the lesson with the purpose to reinforce and revise the content and presents students pictures of different rooms. On top of each picture there is a question in Spanish about the location of a specific object or piece of furniture, for example, the carpet in the living room. The answer to the question is a sentence with a gap in which students are required to insert the correct preposition of place in Spanish, for example: “The carpet is … the coffee table.” On the next slide students are shown the answer with the correct preposition and a picture where the meaning of the preposition is illustrated with a flashcard serving as an effective memory aid.
When using the resource in the classroom I would read out the sentences in Spanish and have them repeat by the entire class in order to improve students’ pronunciation. Also, I would ensure that students are familiar with the Spanish words for the household or furniture items used by the resource by asking individual students to provide the English translation.
Depending on the general ability level of the students I would either complete the activity together with the whole class or start off the exercise as a whole-class activity and turn it into an individual task after the first two or three images. I would ask students to write down their results in their workbooks and compare them with the class once students have finished.
When using the resource in the classroom I would read out the sentences in Spanish and have them repeat by the entire class in order to improve students’ pronunciation. Also, I would ensure that students are familiar with the Spanish words for the household or furniture items used by the resource by asking individual students to provide the English translation.
Depending on the general ability level of the students I would either complete the activity together with the whole class or start off the exercise as a whole-class activity and turn it into an individual task after the first two or three images. I would ask students to write down their results in their workbooks and compare them with the class once students have finished.
You can view a slide show of my ICT resource under the following link:
