Examples of communication

Posted on August 21, 2013 by bryankandel

I am beginning at a new school this year with students who are not accustomed to TPRS/CI.  In an effort to help students understand my definition of “communication” and demonstrate how my class will probably be different than Spanish classes they have taken in the past, I created the following examples.  Both audio recordings are answers to the question, ¿Qué hiciste ayer? (What did you do yesterday?)

The first example is my wife speaking.  She speaks for about a minute and a half about various things she did yesterday.  Her speech is full of errors, but she expresses many ideas and gets out a lot of language.

The second example is of me speaking.  I did my best to imitate a student who is thinking through every word.  The language I use is near perfect, but I do not say much (I do not get out much language).

The question after hearing each is, Who communicated more?  The answer, which may come as a surprise to students who have been trained to strive for nothing but accuracy, is that my wife did.  She made mistakes, which need to be addressed and corrected, but she expressed so much more.

My hope is that students will see that my goal is for them to communicate, to get out as much language as possible and not to let the pursuit of accuracy hinder their communication.

* I realize that my examples are a bit exaggerated.  It may be better to try with more subtle selections.

*I should also mention that Robin was reading from a typed script.  Her Spanish is quite good when she’s not being forced to butcher it by her odd teacher-husband.

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Two illustrations to get us going

Posted on August 5, 2013 by bryankandel

Two summer jobs and preparing to teach at a new school have kept me away from this site, but I’ll be back at it soon enough.  In the meantime, with the beginning of a new year approaching, here are two analogies/illustrations that have hit me recently that could be used to explain to students and parents why we do what we do.

L2 as a new song

One of my summer jobs is music.  I lead music at three different churches and play at other events when I can find time.  Often, I must learn to play new songs.  There are two ways for me to learn a new song.  The first is to listen to the song a couple times and then start playing it myself.  Unfortunately, I used this method much when I was younger.  The result is that my lack of  real knowledge of the song leads me to alter my own version until it becomes far different from the original, the way it should sound.  The second option is to listen to the new song.  Really listen.  Over and over many times before grabbing an instrument and trying to play it.  The result of option 2 is a much better feel for the song and greater integrity to how it should sound.

Maybe this will connect with your students.  Maybe they will see where an over-emphasis on output practice can lead.  Language is that song.  If we try to sing it before we’re ready, we’ll butcher it.  If we really listen to it and internalize it, our ability to make it sound right improves.

“Teach” your children

The second comes from a common question that I hear regarding our children.  My wife and I both know Spanish, so people often ask, “Are you going to teach your kids Spanish?”  The question is fair, but the way it is asked illustrates what language learning looks like to most.  Most people who ask that question envision us sitting our children down and “teaching” them Spanish (“Vaca = cow.  Azul is blue”) with flashcards or a textbook.  After enough of that, they would become Spanish communicators.  It would never happen.  Such teaching might be helpful in knowledge of language and to prepare them for future study, but real language use would only result from hours and hours of comprehensible input.  Living life in Spanish.

Again, maybe this will reach your students and show them why we do what we do in a TPRS classroom.  We want to be their parents and help them live in the language until they can use it themselves.

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Goals for the Summer

Posted on May 28, 2013 by bryankandel

As I look to the beginning of summer break, I have set a few goals for my time “off”.  I am listing them here as much for myself as anything else, but maybe they can inspire others as well.

1. Advocacy: I mention advocacy in a bit of a non-traditional way.  Of course, we need to continue to stress the importance of language study and how it applies to citizenship.  However even at our small rural school, most students and community members understand the value of Spanish, and our numbers have been strong for many years.  I feel I need to improve advocacy for our specific program.  I fear that sometimes students do not realize how far they’ve come, how much they can do and how unique their skills are.  My regret after our finals exams was that I didn’t have one last day to show the students their speaking and writing sections and say, “Look what you can do!  Even after two years, you are producing incredible amounts of language.  Not everyone can do that.”  I realize this goal is a bit vague and hard to measure, but I hope to find ways to allow our program to show off a bit.

2. CI for Dual Enrollment: This year for the first time, our level 4 Spanish class was a Dual Enrollment course with a local university.  Students were able to earn college credit.  The materials from the course come from the university.  The curriculum is based on a thematic textbook.  Because it was the first year, I taught traditionally with the book and threw in CI activities when I could.  Now that I have finished one year, I hope to adapt the material of the text to a more CI/TPRS approach.  There are about 15 students who will be earning the dual credit next year – a very strong group.  My task is to take the content of the text and present it in a way that still exposes students to as much input as possible while emphasizing grammar a bit more than we have in the past.

3. Organize A/V resources: This year, I’ve utilized audio and video more than ever.  Movie Talk, images and videos I’ve created have been very helpful to finding new ways to increase input. My goal is to create and organize many audio video resources so that I can use them at the most appropriate times next year.  Recently, I’ve been noticing the TV programs that my 2 year old daughter watches.  She tends to be drawn to the very simple, comprehensible programs such as Dora, Kipper and Pingu.  This past weekend, she got hooked on a show called “Trotro”.  The program consists of three-minute stories about a donkey and his family.  The animation is super simple.  It looks like it was all created on Microsoft Paint.  But, my daughter loves it.  She watches the English version on Netflix, but it appears Trotro originated in French.  I was watching an episode last night and realizing that nearly all the actions and dialogue would be known to my students.  There is something very valuable in it; I just need to find the best way to utilize it.  Movie Talk? Adding subtitles?

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Interviews

Posted on May 20, 2013 by bryankandel

We began the speaking component of the final evaluation today.  Students must participate in an interview with me.  The interview is one quarter of the exam grade and is worth 25 points, which are divided equally among the following categories.

Quantity – amount of Spanish the student gets out

Vocabulary – correct word choice

Accuracy – correct verb usage and other grammar

Flow – smooth and natural speech

Pronunciation

I gave very few instructions to students prior to the interviews.  They saw the rubric and knew that we would have a conversation in which I wanted them to show me how much Spanish they could speak.  They knew that I was assessing their abilities and not how much information they knew.  I did not spend a lot of time with potential questions because I didn’t want robotic answers.  My interviews have been different for each student.  I allow their responses to guide the conversation.

I set up in the hallway and students come out one by one.  Other students are in the classroom watching a movie and completing activities.  I set a timer on my phone for 5 minutes, and we begin talking.  The timer is just to keep me on track.  Here are the list of questions I had as a guide to get the conversation going.  Some students did not need many questions because they offered thorough  responses.

1. What did you do over the weekend? (This usually leads into many potential topics for extension)

2. What are your plans for the summer?

3. What do you like to do in your free time?

4. Describe your family and friends.

5. Describe the movie that we are watching in class.  What has happened?

6. Describe a TV program.

7. What do you want to do in the future?

8. My wife’s birthday is coming up.  What should I buy her and why?

Again, the key is that students understand that I’m not looking for simple answers.  I want to hear as much Spanish spoken as possible.

Later in the week, students will complete the writing, reading and listening sections.

Posted in Assessment, Speaking | 5 Comments

Makebeliefscomix

Posted on May 15, 2013 by bryankandel

Makebeliefscomix.com is a website for creating comic strips.  I’ve used it to create short dialogue-based readings and as a student activity.  It was a homework option for one of the quarters this year.  We used it today in Spanish 2.  The best part about the site is the simplicity.  Minutes after I turned them loose, students were creating.  There was very little time wasted on technical issues or learning how the program worked.

Because comic strips are typically heavy on dialogue and light on narration, I provided students with a list of some of the conversational structures we’ve seen and required that they use at least 5.

This is a great substitute activity.  Here are a couple examples.  Not perfect but fun.

mbc1

mbc2

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¿Dónde está Waldo?

Posted on May 14, 2013 by bryankandel

We’re getting ready for final exams next week.  As I did with the third quarter exams, I will be measuring students’ proficiency in  reading, writing, listening and speaking.  The speaking component will be a one-on-one interview with me.  One of the interview tasks will be to describe what happened in a picture.  As an example, I decided to use some “Where’s Waldo?” images.  They are great because there is so much going on for students to describe.  The trick is to find images that are not too cluttered.  As a practice, I projected a Waldo scene and asked students to describe it to a partner.  I set a timer for one minute and had the partner count how many statements the other made.  Then, they switched.  After both partners finished, I was able to point to parts and ask, “What happened here?, What was she wearing?, Where were they? . . . etc.”  Of course, students have trouble focusing on the speaking until we find Waldo in each image.  Then, they are able to proceed.  So, you may want to locate him yourself before you begin.

waldo

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Embedded Reading – Hay que aprender idiomas

Posted on May 9, 2013 by bryankandel

Here is an embedded reading we completed recently in level 2.  It is not a typical embedded reading because there are only two versions and the base version is longer than it should be.  The focus structures were:

Me cuesta – It is difficult for me

Sabía hablar dos idiomas – He/she/I knew how to speak two languages

aprendió – he/she learned

*Warning – This is a bit silly.  I needed some silliness to engage some students who are starting to wander into summertime daydreams.   Below is the final version.  The base version was without some of the details and ended differently.  Some of the details that seem odd were me trying to sneak in reps of recent structures.  Word file for download at bottom and on the Readings page.

Hay que aprender otros idiomas

Había un chico que se llamaba Héctor.  No tenía una novia, pero tenía tres mascotas.  Tenía un sapo, un pez y un cerdo.  Héctor siempre desayunaba con las mascotas a las 8:23 de la mañana en el parque.  Vivía en los estados unidos pero no sabía hablar inglés.  Sabía hablar un idioma – el español.  Hace muchos años que aprendió el inglés en la escuela, pero olvidó todo porque no lo practicaba.  No podía hablar nada de inglés.

Un día Héctor desayunaba en el parque con sus mascotas cuando oyó una voz muy sexi.  Se dio la vuelta y vio a la mujer más bonita del mundo.  Se llamaba Junice.  Héctor se enamoró de Junice.  Había un problema.  Junice sabía un idioma – el inglés y  Héctor no sabía hablar inglés.

Junice le dijo: Sup playa?  You lookin’ fly.  I wanna kiss you all up in your mouth.

Héctor: Perdóname.  Me cuesta el inglés.  Yo hablo solamente un idioma.

Junice: Ah no boy.  You talkin all Mexican or some stuff.  I ain’t into all that.  Peace playa.  We out.  You gots to learn another . . . you know . . . idioma.

Héctor entendió y estaba muy triste.  Quería a Junice pero no sabía hablar su idioma.  Héctor necesitaba aprender el inglés.

Llamó a su profesor de español y le dijo, “Ayúdame profe.  Conocí a una mujer magnífica, pero me cuesta el inglés.”  El profesor sabía tres idiomas, pero no sabía hablar inglés.  Sabía hablar español, chino y canadiense. Dijo, “Me cuesta el inglés también.  Hay que buscar la ayuda de otra persona.” Héctor no aprendió inglés de su profesor de español.

Héctor visitó a su abuela y le dijo, “Ayúdame abuela.  Me cuesta el inglés y necesito aprenderlo.”  La abuela sabía cinco idiomas, pero no sabía hablar inglés.  Sabía hablar español, latín, japonés, francés e italiano.  Ella le dijo, “Lo siento Héctor.  Me cuesta el inglés.  Hay que tomar una clase de inglés con un profesor.” Héctor no aprendió el inglés de su abuela y no quería tomar una clase.  Era perezoso.

Héctor tenía otra idea.  Google Translate sabía muchos idiomas.  Podía usar Google Translate en un iphone para comunicarse con Junice.  Héctor no tenía un iphone pero su abuela tenía un iphone.  Héctor le quitó el teléfono de su abuela.  Ella le dijo, “Eres un ladrón.  Dame mi teléfono.”  Héctor se dio la vuelta y salió de la casa de su abuela.  No aprendió otro idioma.  No sabía dos idiomas, pero Google Translate era muy fácil y Héctor era perezoso.

Héctor fue al parque y vio a Junice.  Escribió en su teléfono:

Hola Junice.  Te amo pero me cuesta el inglés.  No aprendí el inglés pero mi teléfono me ayuda. 

El teléfono dijo: I can’t wait for June.  I am a tasty English Tea.  You are not an apprentice for the Teletubbies.  I have extra butter if you want some.

Junice dijo: Huh?

Héctor escribió más en el teléfono:

Me cuesta hablar contigo porque eres muy bonita.  Eres tan bonita como la luna y las estrellas. 

El teléfono dijo: My Camaro is parked in a handicapped spot.  The air comes from the strange lungs of an older Polish gentleman.  Beans aren’t bad.

Junice dijo: What?

Héctor trató de comunicarse un vez más.  En el teléfono, escribió:

¿Quieres ir al cine conmigo?  Quiero ver una película nueva?

El teléfono dijo: Don’t you want to be seen with a conman?  I used my keys and a bow and arrow to open nine pickle jars.  Let’s kill all the cheerleaders.

Junice empezó a reírse y le dijo a Héctor: No hagas eso.  No hay que usar el teléfono.  Hablamos español.

Héctor estaba sorprendido.  Junice sabía hablar español.  Sabía dos idiomas.  Junice y Héctor hablaron español:

Héctor: ¿Cómo es posible que hablas español?  Tú sabías solamente un idioma antes.

Junice: Cuando te conocí mi vida cambió.  Quería aprender otros idiomas.  Aprendí el español para hablar contigo.

Hector: Ay dios mío.  ᵢQué romantico!  ¿Cómo aprendiste el español?

Junice: Miré 436 episodios de Dora la Exploradora y lo aprendí muy bien.

Hector: Gracias.  ¿Quieres ir al cine conmigo?

Junice: No

Héctor: ¿Por qué no?

Junice: Es que . . . después de aprender el español, conocí a Enrique Iglesias.  Él me llevó a España en su avión privado.  Me enamoré de él y vamos a casarnos.  Adiós Héctor.

Héctor estaba sorprendido y triste.  Él dijo, “Hay que aprender otros idiomas.”

 

idiomas version 2 (Word file download)

 

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Mock Trial

Posted on May 3, 2013 by bryankandel

The following activity is an output exercise, not input.  I use it in TPRS classes as an evaluation tool.  However, it is one of my favorite output activities that we do.  The file describing the unit is about 15 pages long, so I will not post it all here, but it is available for download here:

juicio simulado

The packet contains plans, instructions and materials for a mock trial in Spanish class. The unit is designed for an upper level class but could be adapted. It can be used to practice or evaluate interpersonal speaking and listening and presentational speaking and writing. The trial aims to solve a dispute between Romeo and Julieta. Julieta canceled plans to attend prom with Romeo at the last minute. Romeo claims that Julieta’s actions caused him great emotional and financial distress. Now, a jury must decide the issue.

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El primer beso

Posted on April 30, 2013 by bryankandel

Here’s a recent level 3 story.  There are many variables within that can be changed.  It is useful for reviewing past participles and gerunds.

El primer beso

No había besado a una mujer – had not kissed a woman

Siguió buscando – he/she kept looking

Le negó  – he/she refused/denied him/her

(negó decirle – refused to tell him/her)

Había un hombre que se llamaba Bert.  Bert había hecho un montón de cosas en su vida.  Había escalado una montaña.  Había alimentado a pingüinos.  Había cuidado a los hijos de un rey.  Había visto el atardecer en el mar pacifico.  Había logrado todas las metas de su vida . . . casi todas.  No había hecho una cosa.  Nunca había besado a una mujer.

Bert no había besado a una mujer porque no había encontrado a su alma gemela.  Quería que su primer beso fuera con la mujer perfecta.  Un día, decidió que el tiempo había llegado para su primer beso.  Quería encontrar a su alma gemela y quería besarla.  Bert escribió un mensaje en Twitter:

BUSCO A MI ALMA GEMELA PARA MI PRIMER BESO

Un montón de muchachas respondieron a su mensaje y lo invitaron a sus casas.  Primero, Bert fue a la casa de Sue.  Ella había besado a muchos hombres.  Le dijo a Bert <<bésame por favor>>.   Bert le negó el beso porque su padre era abogado.  Siguió buscando.  Fue a la casa de Wendy.  Ella quería besarlo.  Bert le negó el beso porque era católica.  Siguió buscando.  Fue a la casa de Tammy, pero le negó un beso porque olía a queso.  Siguió buscando.  Fue a la casa de Kelly.  Kelly había besado a todos los amigos de Bert, pero Bert le negó el beso porque Kelly llevaba zapatos sucios.

Después de tres días de buscar, Bert no había encontrado a su alma gemela y no había besado a nadie.  Fue a la iglesia para llorar.  En la iglesia, vio a Brenda.  Era obvio que ella era su alma gemela.  Era bonita, inteligente y no había besado a nadie tampoco.  Brenda se acercó a Bert y le dijo <<Tengo algo para ti>>.

Brenda salió de la iglesia y Bert la siguió.  Bert dijo <<Dime que tienes para mí>>  Brenda negó decirle y siguió caminando.  Bert dijo <<Dímelo>>.  Brenda negó decirle y siguió caminando.  Ellos llegaron a un bosque secreto.  Brenda le dijo <<Cierra los ojos>>.  Bert cerró los ojos y esperó su primer beso.  Brenda le dio . . . un huevo (or something else ridiculous), se dio la vuelta y salió.

Bert gritó – Oye.  ¿y el beso?  Brenda le negó un beso y siguió caminando.

Posted in Story Scripts | 3 Comments

Show and Tell

Posted on April 26, 2013 by bryankandel

Show and Tell is an activity that is used in many language classrooms.  We’ve done it a couple times in level 3 this year, and I’ve been pleased.  It is a good way for me to evaluate speaking, and the students generally enjoy it.  Here are the instructions I give students:

1. You must bring in something of importance and speak about it in Spanish for at least one minute.

2. No notes are permitted.

3. Talk about how you got it, why it is important, what it is used for, describe it . . . etc.

4. When you are finished, you will answer questions from students.

5. Each student must ask at least two questions of fellow presenters.

Students are graded for completion (speaking for a minute in Spanish and asking questions), use of Spanish and flow (natural, smooth speech).  I’m always looking for a nice blend of preparation and spontaneity.  I don’t want a student reciting a speech from memory, nor do I want a student who runs out of meaningful content after thirty seconds.  Sometimes students forget to bring in something, so they talk about their car keys, cell phone or laptop.  I don’t mind as long as they can provide meaningful information in Spanish.

I was noticing today that some students seemed short on content in their presentation but were able to answer classmates’ questions with ease.  This is where preparation helps.  Preparation provides the student with a mental list of what themes to discuss.  Language abilities carry him/her through the presentation.  I remind students they need both.

I’m kicking around an idea for next time (probably next year).  I really want students to focus on sharing as much content as possible  in one minute.  I could count the number of words they speak or maybe number of points they state and give a score accordingly.  I may need to record the presentations to do so.  One of the goals of my “flow” category is to avoid intentional slow speech just to fill time.  A quantitative measure of words or ideas may be an even more proactive way to push students to speak more.

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