Jenee C

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United States - Oregon
Jenee C
3.8
5 votes
If I'm not enjoying being in the classroom, then there's no chance my students are either!
 
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By Jenee C
Students read sentences and state whether it is a run-on, a complete sentence or a fragment. If it is a run-on or a fragment, they write the corrected sentence underneath.
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By Jenee C
In this activity, students watch a 5 minute clip from the Disney film Aladdin (the part where Aladdin enters the Cave of Wonders) and then answer questions using the preterite to describe what happened. Before watching, students define (or draw) six
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Students match the Spanish expression to the English equivalent. Great for first week of school or to review common expressions that can be used in the classroom. I also have this handout in a packet for more advanced activity for Spanish 2 with
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Students practice getting and giving information about hotels, tickets and activities for a vacation. Each student is given a handout. Student A is planning a trip to Cancun and needs to ask Student B a series of questions. Student B has the answers
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Students answer multiple choice questions and depending on their answer, follow instructions to the next number. If the answer is right, they will be directed to the next question. If the answer is wrong, they are given the reason why the answer is
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In this activity, students watch a 5 minute clip from the Disney film Aladdin (the part where Aladdin enters the Cave of Wonders) and then answer questions using the passive voice. Before watching, students define (or draw) six vocabulary words
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Students are given Where's Waldo pictures (can be purchased on-line) and in groups of two, write 10 sentences to describe what is happening in the picture. At least four of the sentences need to be false. When they finish, they trade papers and
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Students answer multiple choice questions and depending on their answer, follow instructions to the next number. If the answer is right, they will be directed to the next question. If the answer is wrong, they are given the reason why the answer is
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Students read a sentence and decide which article of clothing they would wear by circling their choice.
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2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th
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Students watch two clips from the Lego Movie. I use the clip at the beginning (about 5 minutes in) where Emmett is saying good morning. It is a great review of the reflexive and getting ready in the morning vocabulary. I start the second clip when
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Students match words to describe hot and cold weather with their definitions. They then draw a picture to describe weather in their own hometown (or where they currently live) and finish a sentence to complete the handout. Answer key is included.
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Teach/Review university vocabulary with a matching handout. Then play a quick game to review college/university vocabulary. Vocabulary includes words needed to start college like to register, course, semester, quarter and dorm. Two complete games
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Students answer multiple choice questions and depending on their answer, follow instructions to the next number. If the answer is right, they will be directed to the next question. If the answer is wrong, they are given the reason why the answer is
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In pairs, students practice Spanish comprehension and verb tenses by "writing" two songs. The first song is the easier of the two. Students choose what they want to say by selecting from a group of words to complete a song. They then write their
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I like to play Bingo at least once a term usually right after introducing the conjugations of a new tense. Students are given a grid with a variety of set verbs that they use to fill in the grid making the prep for this game almost nothing! This
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Students are given a group of scrambled letters that contain both a Spanish verb conjugated into the present indicative and its translation in English. Students cross out the letters of the English word and with the remaining letters, they
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Students walk around the room asking each other if they like certain things. Activity practices te gusta + infintive or te gustan + plural nouns. Students are given a chart with the question, a place to sign and a picture clue for meaning.
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Students complete sentences using adjectives to explain how they feel in certain situations. Students then draw pictures to show the emotions. I use this in Spanish 3 with the "How do you feel" picture chart in Spanish to help expand vocabulary but
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Students answer multiple choice questions and follow directions based on their answer. If the answer is correct, they are given a new question. If it is wrong, they are told why and then they try again. All words begin with the prefix de-.
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This vocabulary presentation allows students to choose, learn and teach words associated with five common places: the library, supermarket, courtroom, clothing store and bank. Students teach the class words that will come in handy in these places
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TEACHING EXPERIENCE

I have taught ESL and Spanish for over twenty years for all ages and all levels. I also teach ESL Methods and Materials for K-12 endorsement. My favorite age group is young adult, but I have materials for all ages--and I find I can use the same materials with a bit of tweaking to fit any age!

MY TEACHING STYLE

I am a very hands-on teacher who really likes variety and student interaction. I try to present grammar in a fun and easy manner and then give students the opportunity to try it out in activities where they don't realize they're learning. I find that teaching vocabulary and grammar in context is the most effective way to help students retain what they learn. In my classroom, we play games, do group work and pair work, integrate"real" language from the country and have meaningful communication.

HONORS/AWARDS/SHINING TEACHER MOMENT

Teacher of the Month--CWU Student Housing Association Presenter--National Conference--MEXTESOL 2015

MY OWN EDUCATIONAL HISTORY

BA Spanish Major English Minor--Central Washington University MA Second Language Teaching and Learning--Central Washington University Universidad de Guadalajara--Summer program--Spanish Intensive

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