I tried a modified read aloud this semester. Our library had a bilingual book "The calling of the doves." Each page had the English printed and then the Spanish below it. I started by reading the Spanish aloud and then the English. Of course, I also showed the pictures.
We then read the book again. However, this time students were listening for two verb tenses, the preterit and the imperfect. Students took a piece of paper and folded it in half, then labeled each side "Preterit" and "Imperfect". Every time they heard a verb in each tense they wrote down that verb.
Prereading the text helped them understand the story and get interested. Then, during the second reading they heard the verbs and also knew that it "should" be in the past (either one of the tenses). So they were able to make predictions on the tense of those verbs.
The students were interested in the read aloud, and were partially interested in the activitiy the second time. Any ideas on how to get them MORE interested in the second activity to focus the grammar too!
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That sounds like a GREAT idea! I just gave my new, 2nd semester students a diagnostic "Parts of Speech" test and the results were not encouraging. It's clear that we need to review and build those skills and perhaps this idea of yours is something I can integrate into my classroom. Thanks for sharing!
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