Here’s a quick classroom game in a short video that shows an easy way to practise grammar and vocabulary. In “Teaching Languages: 3 in a row” I explain a simple, low-prep activity that turns rote practice—like verb conjugations and question-and-answer drills—into something strategic and fun. The idea is familiar, fast to set up, and works […]
In my video I demonstrate a favourite classroom routine for Teaching Languages: True or False. I use it all the time to practise vocabulary, grammar and verb tenses — in the clip I focus on emotions, but the technique is flexible and easy to adapt. Below I’ll walk you through how to prepare, run and
“Teaching telling time in Spanish can be really tough.” In my video I walk through why telling time in Spanish often feels difficult for learners and share practical, classroom-ready strategies you can use tomorrow. If you’ve noticed students struggle with analog clocks or with Spanish time expressions, this guide will give you simple, high-impact activities
Looking for a quick, energy-building no-prep activity that gets students conjugating verbs and speaking in world language classes without any materials? This no-prep verb game turns a five-minute burst of practice into a lively, formative check of verb knowledge. It works for beginners through intermediate learners, fits any classroom layout, and requires nothing but the
5 Essentials for Teaching Spanish: A Teacher-Centered Guide to Proficiency, Joy, and Work–Life Balance If you teach Spanish at the secondary level, you already know the truth many new teachers discover the hard way: world language teaching is incredibly rewarding—but it can consume all of your time if you let it. We want our students
In this post I share 25 low‑prep and no‑prep activities you can drop into your lessons tomorrow. If you’re building a Teaching Languages: Survey Template or simply want quick, engaging tasks to check knowledge and spark conversation, these ideas are adaptable to any language and any CEFR level (A/novice, B/intermediate, C/advanced). Why low‑prep matters (and how