A few teachers at on a local thread shared some amazing strategies and activities after AP testing. Thank you for everyone who shared! Here are some ideas:

1. Sometimes after the exam my French AP students put together a little French-speaking newspaper for all the French students (and interested adults) in the school. Each takes responsibility for a different section and they do the layout. One interviewed our Chem teacher, who happens to be a native speaker of French, one wrote a film review, we made sure to include a few word games / riddles for lower levels, and writing horoscopes was a big hit. Nice way to promote the language in your school, as well!

2. We watch The Motorcycle Diaries and each student does a Powerpoint presentation on a person who inspires him/her. They enjoy it.

3. A few years ago after the AP we started reading Cuentas de Hada (fairy tales). We used the originals and some very creative variations in play form. I got them from a book that a some recommended on the list. I do not have it with me today. I broke them into small groups. Everyday we would tackle one or two. They would prepare what they wanted to do and then act it out. Since everyone was working on the same play they would have to come up with some very creative versions. When we were finished and they had some creative ideas, I had them write and film their own versions. I was very impressed with their creativity! Many of the students were excellent with the video camera and editing. The special effects were amazing. They really enjoyed watching the videos too. 

4. For the past 2 years I've had my seniors create magazines. They form groups of 3-4 students and pick a theme. Then, each student is responsible for 5 items/articles. Every student must write an editorial, a feature article and an ad for something related to the theme of their magazine. Then they can pick two of the following: crossword puzzles, word searches, recipes, how-to columns, advice columns, etc. They have to create an interesting and catchy cover. I find that most of the students love this project and I have gotten some very creative and interesting mags. Of course, I have them show all their work ahead of time and we edit before we put together the final copies.

I buy the spiral bindings since one of my colleagues has the machine to bind them, so they come out really nice. It also works well because each student is required to submit the 5 pieces, so if you have students who do nothing (as many of my seniors do, especially last quarter!) the other students in the group are not penalized. I have some wonderful mementos of my former students because of these magazines and I feel they are a true testament to how much some students can do in the language after 4 or 5 years of high school study.

5. Plan a French night with activities, culture, and food and have it within the language with some minimal translation for the visitors? I am currently thinking about planning an end-of-year project I can do with my upper-level French class (levels 4, 5, AP) after the AP exam on May 7. Last year I had them write a children's book with great results, but since it's a mixed level class I don't want to make the students who did one last year do the same thing this year.

6. After the AP exam, we did a unit on French films, focusing on well-known directors and performers with the students Our school had a generous final exam exemption policy and the AP students almost always were qualified to be exempt, so in fact, there was no final.

https://bestpowerpointsforspanishclass.com/what-do-i-teach-after-the-ap-spanish-exam/

Ready for the easiest listening activity you’ve ever rolled out?

“BEEP!” Is a simple listening activity in which students listen to the teacher read or describe a familiar text or familiar information that contains errors. Whenever the students hear an error, they interrupt the teacher with a loud, “BEEP!”.

Listen below on how the game in this video:

https://comprehensibleclassroom.com/2021/08/10/beep-listening-activity/

The Hispanic Association of Colleges and Universities (HACU) is collaborating with the University of Salamanca (USAL) to expand and disseminate the use of the Spanish language in the world. The university has a long-standing tradition for excellence in teaching and for its contribution to the advancement of the Spanish language and culture, as well as linguistic certification for native and non-native speakers.

USAL has developed a set of asynchronous online courses for training teachers of Spanish as a second language and over 225 Spanish language educators from HACU-member institutions will receive a scholarship to learn from experienced educators and experts in Spanish language and culture. Course durations range from 8 to 30 hours, and participants must meet the minimum requirements for passing the course to receive the certificate of completion. Please click the link below for more info:

https://www.hacu.net/hacu/2023_Universidad_de_Salamanca_Teaching_Spanish_Pro.asp

July 21-26 at UC Santa Barbara

University Instructors, Nominate your students for Santa Barbara Summer Seminar.

Do you teach a language course at the college level? Do you have any undergraduate students who may be considering the teaching profession? If so, please nominate them for this outstanding summer opportunity at the University of California at Santa Barbara to explore the teaching profession. Students who are accepted have all expenses covered, except transportation. 

Here is the Student Strand Page on the Seminar website.

Here is the nomination information.

Here is the form for the students.

Please contact Don Doehla at  dm_doehla@berkeley.edu if you have any questions or need more information.