It’s a good idea to have a “fluent” speaker accompany you on a trip. Of the ~56 hours of input I received in Madrid, about half of them were comprehensible, but about half of those were only comprehensible because they were made comprehensible to me by my Spanish-speaking wife.
It seems that reading Unadapted Ancient Texts—what some people call “Authentic Texts”—has been a universal goal in Classics for quite some time.
Whose goal is this?
I once had a native Spanish-speaking colleague propose a deal; in order to improve his English, he was to speak only English to me, and in order for me to improve my Spanish, I was to speak only Spanish to him. Without wanting him to know how I reaaaally felt about language acquisition so soon after meeting, I hesitantly agreed to the terms.
The results were disastrous.
Use these Storylistening-inspired quizzes to satisfy those school requirements that have nothing to do with acquisition, yet everything to do with teaching expectations. K-F-D Quizzes allow you to put a number in the gradebook that builds confidence instead of shattering it, while also providing input. Alternate with something like Quick Quizzes to vary your quiz-types a little bit without any prep.
If you missed Chris Stolz’ daily routine, go check out his post for the details. I like how this is both an extension, and reminder of his “how should I teach boring stuff?” post from years ago; just 2 minutes for the boring stuff, and then personalization really starts to lift off! Note how easily this daily routine could launch into a scene, or complete story!
Here’s a PowerPoint (ppt) to help get you comfortable with a daily routine:
Stolz’ Daily Routine PPT
“Latin texts with only 40 unique words are EXACTLY what the profession needs right now…and we need a lot of them.”
– Stephen Krashen on Rūfus et arma ātra
Rūfus et arma ātra, my latest Latin novella, is available now!