The document discusses strategies for effective language teaching, emphasizing the importance of engaging resources and management techniques to foster real communication in the target language. It outlines various approaches to lesson planning, including the use of brain breaks and technology tools, while ensuring tasks are geared towards communicative goals and student engagement. Additionally, it addresses assessing student output and proficiency levels to enhance language learning experiences.

1. WORLD LANGUAGES
Effective language teachers use engaging resources and management strategies to foster real
communication in the target language.
Sara-Elizabeth Cottrell
Louisville, Kentucky

2. EFFECTIVE ENVIRONMENTS
How do I manage whole-class, group, and individual activities while keeping myself and my students
in the TL?
KatieTegtmeyer

3. TL MANAGEMENTTECHNIQUES
Rewards and penalties
Derailment
Loving logic
Clear expectations
Room arrangement
Timing

5. EXPECTATIONS FOR OUTPUT
What should my students be producing across levels to develop and show their speaking and
writing skills?
ErinKohlenberg

7. STUDENT OUTPUT
Know what proficiency levels sound like
Expect something, but not too much
Think: How can we incorporate higher order thinking skills?
Push students to organize
Ask for connectors
Push depth of vocabulary

8. IPA (NOTTHAT IPA)
Common across languages?
Frequency?
Stored across years?
Linguafolio, Google Classroom
By modes
Overarching scenario

9. COMMUNICATIVE LESSON PLANNING
What does a communicative approach mean for my lesson plan?
MiguelVacaCC-BY

10. WHAT WILLTHEY REMEMBER?
Primacy:
Brain power is high at the
beginning of class
Recency:
Brain power is high at the end of
class
What does this mean for a lesson
plan?

11. BRAIN
BREAKS 101
the 10-minute attention span
Leandro Suarez

12. WHAT CANYOU DO?
I can tell a story about what happened yesterday.
I can put a direct object pronoun in the right place.
I can choose the correct article to use in front of a noun.
I can describe where people are standing in relation to one another in a line.
I can tell which of two pictures I like better and why.
I can conjugate irregular e-ie stem-changing verbs according to their
subjects.

13. STATIONSTIME!
interpretive: watch a video and
categorize the statements as true
or false
interpersonal: discuss & take
notes: what are good/bad features
of a lesson plan?
presentational: do a 2-minute
introduction of either a good or
bad lesson plan
José Luis Cernadas Iglesias

15. a communicative CAN-DO goal
tentative assessment
accessing high brain power at beginning
accessing high brain power at end
2 brain breaks

16. MYTOOLS FOR
EFFECTIVETEACHING
How do I incorporate and
supplement my textbook to help
students communicate in the
target language?
BiblioArchives

17. TEXTBOOKTASK:
DITCH, INCORPORATE,ADAPT?
Is there a communicative purpose?
Can I use it to support our communicative goal?
Is it focused on a particular skill?
Does it have a theme? Is it focused or random?
Is it too long/short?
Should I adjust the length of the task?
Will it interest them?
Does it ask for creative thinking? How can I make it more engaging?

18. brain-based lesson plan question: how can students show this skill…
out of their seats?

19. TECHNOLOGYTOOLS
Types:
hook
input
output practice
assessment
communication
BrianKelley

20. EVALUATINGTECHTOOLS
is it a high learning curve?
is it paid or free?
do you have to sign up / sign in?
does the time it takes to use the tool mean my students won’t be
communicating much in the language?

21. STATIONSTIME!
interpretive: create a quiz on Kahoot!
based on a TL-country article
interpretive: play a song on
lyricstraining.com
presentational: make a 3-slide presentation
on Haiku Deck or Google Slides
Find a target-country photo related to your
current unit on flickr.com/
creativecommons
Interpersonal: Read some tweets from a
target-country’s hashtag (or of a famous TL
speaker) and write a reply.José Luis Cernadas Iglesias