Friday (today, for most of you…although I am writing this on Thursday night) is the last day for you to enter to win a free registration to iFLT 2014. For more information about how to enter to win this prize valued at $379, please click here!
I love this simple activity that I found on Pinterest because it is just so adaptable and takes zero preparation! As Comprehensible Input teachers, we are always looking for new ways to revisit stories, readings, and discussions so as to provide students with additional repetitions of target structures.
Jeopardy Q&A is backward questioning–providing students with answers and requiring them to generate the questions that would solicit the answer that you have given, just like they do on ‘Jeopardy’. Depending on the answer that you provide, there may only be one ‘right’ question, or there many be an infinite number. For example, if you were to read about Dusty the Kleptomaniac Cat while learning about Direct Object Pronouns, you might provide students with the answer “los robó” (He stole them). Because that only appears once in the reading, the questions that students could write are very limited. If you were to read the novel La Calaca Alegre, however, and provide the answer “La Calaca Alegre”, students could write any number of questions [in Spanish]: What is the name of the restaurant that Carlos’ mother went to on the night that she died? What is the name of the restaurant that has two dining rooms? Where did Carlos go to look for his mother? Where did Carlos see his mother’s ghost? etc. etc. etc.
As I wrote at the beginning of the post, one of this activity’s biggest benefits is its adaptability. Here are five different ways that you could realize the activity:
- Teacher says the answer aloud or writes/projects it on the board, students raise hands and share questions that fit.
- Teacher says the answer aloud or writes/projects it on the board, students write answers on individual whiteboards and reveal to the teacher.
- Teacher says the answer aloud or writes/projects it on the board, students in groups share answers using Numbered Heads Together strategy.
- Teacher posts answers around the room on poster paper, students move around the room “Gallery Walk” style and write questions on poster papers or post sticky notes with questions to poster papers.
- Teacher creates a Jeopardy game (with 20-25 answers) and the class plays.
This would also be a fun game for P.A.T. (Preferred Activity Time)–just have a random set of answers, and allow students to write questions for them. Students could work in groups, and then a panel of judges can vote on the best question. Download a pre-made set of answers here (mostly in past tense).
To celebrate reaching 3 million members, Teachers Pay Teachers is throwing a site wide sale. All of my products are 10 percent off until Friday at midnight, and you can use the code TPT3 at checkout for an additional 10 percent off from the website.
If you haven’t yet heard, you can win a FREE registration for iFLT14 — Click here for details!
Since the conference is filling up quickly and space is limited, however, I am moving the deadline to enter this giveaway to FRIDAY, MARCH 7 at midnight AKST. (Previously, I had set the deadline at March 31.)
If you would like the chance to attend iFLT14 for free (excluding transportation costs), visit THIS POST and follow the instructions to enter by March 7–just one week away!
And if you’re really kind…you’ll share this contest with your colleagues
If you are standing up while you read this, you may want to sit down, because you are about to read something very exciting. Actually, you are about to read three somethings that are very exciting!!
EXCITING SOMETHING #1
The iFLT 2014 Conference is open for registration!!! The International Forum on Language Teaching is a conference focused on comprehension based strategies through interactive teacher training. This year, the conference will be held in beautiful Denver, CO from July 15-18, and it features Dave Burgess, author of Teach Like a Pirate! Read more about this year’s conference here! iFLT is an excellent conference for Comprehensible Input teachers with all levels of experience, as they offer beginning training, ‘re-launching’ training, and advanced training. One of the coolest features that is unique to iFLT are the Language Labs, in which attendees have the opportunity to watch experienced TPRS Teachers teach language to groups of real, live students!!
EXCITING SOMETHING #2
I’m going to be there! I’ll be 32 weeks pregnant, but that won’t stop me! (Well, unless it does..so prayers for a safe and healthy pregnancy are greatly appreciated! My doctor gave me the all-clear for now, anyway!) I’ll be presenting several sessions for both beginning and advanced CI teachers. To see the complete schedule, click here.
EXCITING SOMETHING #3
I’m giving away a FREE conference registration to one very lucky reader, so that YOU can be there too! Here are the two things that you need to do in order to enter the iFLT 2014 giveaway:
- Make sure that you are able to attend the conference on July 15-18. Keep in mind that you will need to arrange and pay for your own transportation to Denver. If you are unable to do that, please do not enter the giveaway.
- Leave a comment on this post that lists (1) Your first and last name and (2) The school district, city, and state in which you teach. This way, I can hunt you down if your email address doesn’t work for some reason.
Here are the “rules”, if you can even call them that:
- Please do not enter if you don’t think that you will be able to attend, either for financial reasons (you will need to pay for your own transportation to Denver) or because of timing. Don’t enter until you are SURE that you can make it happen!
- You are not eligible to win if your school is willing to pay for your conference registration. I’ll have to take you at your word!
- Your entry must be received prior to midnight AKST (4am EST) on March 7.
- Two alternate winners will be selected in case the winner becomes unable to attend due to any unforeseen circumstance.
- I will register you for the conference, so you will not receive any money from me–don’t think you can use your winnings to buy a flight to Mexico!
Early Bird registration is open until May 31, so you will have plenty of time after the giveaway ends to purchase your own registration at the reduced Early Bird rate of $379 if you do not win. (Early Bird registration for 1st year teachers is $239 and for Student Teachers it is just $179.)
This is the long-awaited story script for Unit #14 of my curriculum map! I finally finished the project I was working on and had time to type up the script! Lesson plans to follow…sometime.
Click here to download 7-day lesson plans to use the target structures from this story to teach your students about Los niños prisioneros de Bolivia.
lo que hace – what s/he does
debe (hacer) – s/he should (do)
el niño no escucha – the child doesn’t listen to
- Lo que hace un buen estudiante es estudiar mucho. [What a good student does is study a lot]
- Lo que debe hacer un buen niño es obedecer a sus padres. [What a good child should do is obey its parents]
- La profesora grita al niño, pero el niño no le escucha. [The teacher yells at the child, but the child doesn't listen to her]
- Los niños deben escuchar a sus padres, pero lo que hacen muchos niños es desobeceder a sus padres. [Children should listen to their parents, but what many children do is disobey their parents]
- Los niños escuchan la música de Yo Gabba Gabba en la televisión. [Children listen to the music from Yo Gabba Gabba on TV]
QUESTIONS FOR INDIVIDUAL RESPONSE
- ¿Tú escuchas a tus padres? [Do you listen to your parents?]
- ¿Los estudiantes hacen su tarea? [Do students do their homework?]
- ¿El Presidente debe ser simpático? [Should the President be nice?]
- ¿Qué debe hacer una mamá? [What should a mom do?]
- ¿Un buen amigo escucha los problemas de sus amigos? [Does a good friend listen to his/her friends' problems?]
PERSONALIZED QUESTIONS FOR CLASS DISCUSSION
- ¿Muchos estudiantes hacen su tarea? ¿Siempre haces tu tarea? ¿Haces tu tarea a tiempo? ¿Haces toda tu tarea? ¿Haces tu tarea durante otras clases o en casa? [Do many students do their homework? Do you always do your homework? Do you do it at times? Do you do all of your homework? Do you do your homework during other classes or at home?]
- ¿Tus hermanos escuchan a tus padres? ¿Tú escuchas a tus padres? ¿Escuchas más a tu padre o a tu madre? ¿tienes un padre estricto y un padre no estricto? [Do your siblings listen to your parents? Do you listen to your parents? Do you listen better to your mom or dad? Do you have one parent strict and one that isn't strict?]
- ¿Quién hace tu (cama, comida, almuerzo, etc.)? [Who makes your (bed, food, lunch, etc.)?]
- ¿Quién hace (la pizza, la hamburguesa, el sushi, etc.) más delicioso/a en (your town)? [Who makes the most delicious (pizza, hamburger, sushi, etc.) in your town?]
- ¿Los estudiantes en tu primera/segunda/tercera clase escuchan los anuncios/al profesor? Si no, ¿qué hacen? [Do students in your first/second/third class listen to the announcements/the teacher? If not, what do they do?]
- ¿Los muchachos deben abrir las puertas para las muchachas? (vice versa) ¿por qué? [Should boys open doors for girls? Why?]
- ¿Cuál es tu comida favorita que hace tu madre/tu padre? ¿Qué comida(s) hace(s) bien tú/la cafetería/etc.? [What is your favorite food that your mom or dad makes? What foods does the cafeteria make well?]
- ¿Qué debe hacer un buen (novio, padre, amigo, hermano, Presidente, profesor, estudiante, etc.)? [What should a good (boyfriend, dad, friend, brother, President, teacher, student, athlete, etc.) do?]
Leonardo es un niño muy desobediente. ¡Nunca escucha a nadie! Leonardo nunca hace lo que debe hacer, y siempre hace lo que no debe hacer.
Su mamá le dice, «Leonardo, tú debes jugar con tu hermanita». Pero Leonardo no quiere jugar con tu hermanita. No escucha a su mamá. No juega con su hermanita. Lo que hace es destruir las Barbies de su hermanita. Su mamá está muy enojada con Leonardo, y le grita, «¿Por qué eres un niño tan desobediente?» Leonardo responde, «No sé. Pero sé que no quiero jugar con mi hermanita”.
Otro día, su mamá le dice, «Leonardo, tú debes estudiar para tu examen en la clase de matemáticas». Pero Leonardo no quiere estudiar para su examen en la clase de matemáticas. No escucha a su mamá. No estudia para su examen. Lo que hace es mirar la televisión. Su mamá está muy enojada con Leonardo, y le grita, «¿Por qué eres un niño tan desobediente?» Leonardo responde, «Porque no quiero ser obediente. Es aburrido estudiar para exámenes».
Otro día, su mamá le dice, «Leonardo, tú debes comer más fruta». Pero Leonardo no quiere comer más fruta. No escucha a su mamá. No come más fruta. Lo que hace es comer chocolate y chips y salsa. Su mamá está muy enojada con Leonardo, y le grita, «¿Por qué eres un niño tan desobediente?» Leonardo responde, «Porque no quiero….», pero entonces Leonardo vomita.
Leonard is a very disobedient boy. He never listens to anyone! He never does what he should do, and he always does what he shouldn’t do.
His mom tells him, “Leonard, you should play with your little sister”. But Leonard doesn’t want to play with his sister. He doesn’t listen to his mom. He doesn’t play with his little sister. What he does is destroy his little sister’s barbies. His mom is very angry with him and yells at him. “Why are you such a disobedient boy?” Leonard responds, “I don’t know. But I know that I don’t want to play with my little sister”.
Another day, his mom says, “Leonard, you should study for your math test”. But Leonard doesn’t want to study for his math test. He doesn’t listen to his mom. He doesn’t study for his math test. What he does is watch TV. His mom is very angry with him and yells at him. “Why are you such a disobedient boy?” Leonard responds, “Because I don’t want to be obedient. Studying for tests is boring”.
Another day, his mom says, “Leonard, you should eat more fruit”. But Leonard doesn’t want to eat more fruit. He doesn’t listen to his mom. He doesn’t eat more fruit. What he does is eat chips and salsa and chocolate. His mom is very angry with him and yells at him. “Why are you such a disobedient boy?” Leonard responds, “Because I don’t want to be….” and then he throws up.
Well I have been a pretty lame blogger lately, but I have a good excuse–I’m pregnant! With my 2yo and my 9mo, I’ve been spending nap time actually napping instead of blogging…but can you blame me?? I’m out of my first trimester, now, though, so I’m going to try to put my newly restored energy to good use for world language teachers everywhere!
So for my first original post in months, I’d like to share an adaptation of this idea that I found on Pinterest. I am going to call it “Musical Flashcards”, and it is a [moderately] fun twist on traditional drill-and-kill flashcards. Kids will be up and moving, there is some competition (but not too much), and there are many opportunities for you–the teacher–to provide comprehensible input to your students by discussing their answers to your questions in each round. It would be a fun game to review or refresh vocabulary that is needed to understand a chapter in a novel that you will soon read, and it would also work well for P.A.T. since it’s a fun game that still promotes language acquisition. (P.A.T. stands for Preferred Activity Time–see Bryce Hedstrom’s blog for an explanation and ideas, and see game/PAT ideas that I have posted here.)
Here’s how you play:
Write a bunch of vocabulary structures that you have studied in class on 1/2 sheets of paper or large index cards. If you’d like, you can click here to download the set that I created to match my curriculum map. It includes a pretty PDF and a messy but editable Word doc–and it’s free!) Laminate the cards to make them last! If you are hand-writing the structures on the cards, write the words in marker as large as possible so that they are very easy to read. Make sure that you have enough unique cards for each student in your class to have one. Also, try to include a range of ‘difficulty levels’–some structures that everyone knows, some that most students know, and a few that you’ve presented but many students will not have yet acquired. You can vary forms and tenses, too!
- Start with the exact same number of vocabulary structure cards as you have students.
- Scatter the cards around the classroom on the floor OR arrange chairs as if you were going to play musical chairs, and simply place one card on each chair.
- Play music and have students walk around the room (if the cards are scattered on the floor) or around the chairs that are set up (if the cards are on chairs).
- When the music stops, students try to find a word that they know and either sit or stand on it. All students will be able to find a card, but some might be forced to sit or stand on a word that they don’t know.
- To eliminate students and work your way down to a ‘winner’, each student must answer a question about their word. They can answer orally, one at a time, or they could write their answer on individual whiteboards (which could be placed around the room with each card). Here are some ideas for questions to ask, and you can ask the same question every round or ask the more challenging questions as the numbers dwindle: (1) What does your word/phrase mean in English? (2) What is a TL synonym of your word? (3) What is a TL antonym of your word? (4) Use your word in a sentence in the TL (5) Define your word in the TL using circumlocution. Ask the same question to every student within a round–for example, have all students translate their structures into English.
- Take this opportunity to extend their answers into meaningful, personalized discussion! If a student has the word “quiere ser” (wants to be) and must provide the translation, you could ask the follow-up question, “¿Y qué quieres ser tú en el futuro?” (and what do you want to be in the future?). Remember, any class activity can be a source of comprehensible input, furthering your students’ language acquisition in a meaningful way!
- Any student that answers his/her question incorrectly is eliminated. Eliminated students should take the card that eliminated them to their seats and use resources in the classroom to figure out the correct answer to the question that they missed (the correct translation, use it correctly in a sentence, etc.). Once they have done that, they should pay attention to game play and keep a running, written list of the vocabulary structures that other students in the class miss. For each structure that a classmate misses, the eliminated students should write down the/a correct answer to the question that was asked. ALTERNATIVELY, you could give students the opportunity to get back into the game by reflecting a missed question to the eliminated students and allowing them to re-enter the game if respond correctly.
- The game ends when one student remains OR when all remaining students can respond to questions about each remaining structure correctly.