- identify
- repeat
- mimic; and
- use in simple game-based activities.
This basic set of activities that can comprise a mini-lesson plan (or series of) work as a very effective way to demonstrate the presentation of comprehensible input items, use of plenty of intake (getting it) activities and intake (using it) activities so that students become familiar with actions to survive in a SL classroom.
The idea of presenting no more than 9 expressions at a time uses the concept of Miller's Magic Number. The idea of input/getting it/using it stages is based on Dr. Bilash B-SLIM model.
The language is simple and the level is beginner in any given language. Students are immersed in a language experience that is totally using the target language. They are also presented with an oral comprehension and production focus, with side exposure to written code (reading comprehension).
There is great use of visuals, drama and action, TPR and safe learning environment (Krashen's Affective Filter).
Because the overall goal of this set of classroom commands meets the basic BICS needs (Basic Interpersonal Communication Skills - Cummins), this is a reference lesson plan to use fairly early in the year. Teaching this language will allow your students to use the TL from the beginning. And classroom language is SURVIVAL LANGUAGE for your students.
A basic initial preparation is involved to set the stage for the great number of activities around this idea - but once the materials are created they can be reused over and over again.
If you want access to the PPT originals that can be modified, write to us and we will send you the docs.
Since the ultimate goal is for students to have fun while learning these new expressions, and specifically for each student to lead a game moment with the duplication cards (either a game version presented or a new one invented by the students themselves), motivation will be high and students' will feel safe and wanting to take risks.
This blog contains the description of each activity, materials to reproduce, samples of variations of activities, visual content, expressions in English and in Italian and access to podcast clips to show sample ways of teaching these mini-lessons.
The words proposed in this blog are:
- ASCOLTATE
- CHIUDETE IL LIBRO
- APRITE IL LIBRO
- BATTETE LE MANI
- SEDETEVI
- ALZATEVI
- SALTATE
- FATE UNA DOMANDA
- RISPONDETE
- FATE ATTENZIONE
- GUARDATE
You can listen to these by clicking on the audio link below - I have added a couple of vokis to help you with the pronunciation.
These are more than the suggested Miller's number of new expressions, so you have a couple of choices - either present the word sets in two different moments or lessons, or aim for students to remember at least 7 of the 11 new expressions as a personal choice (this will allow your more keen students to shine using more language and still give every one a chance to feel successful). You could also ask your students to find strategies to help them memorize opposites (and hence cutting down the number of actual new words to fewer).
For example: "Alzatevi e Sedetevi" are opposites. These can be easily used together all the time and be considered one new word set. There are many other ideas that can be used to help with the learning (understand and remember) process.
Some basic ideas around the material creation include:
- flash cards with pictures only
- flash cards with text only
- PPT slides with both (separate and together - text and visual)
- sets of mini-cards with and without text wit the same visuals used in the flash card presentation (best to laminate these for longest use)
- worksheets - miscellanea
You can also use class props(i.e. books) and LOTS OF DRAMA ACTION - act out everything you can and create movements and symbols students can relate to even after you complete the lesson work. ...and of course use a blog such as this one for additional practice! :)
Click here to view a special podcast with a sample mini lesson on similar classroom language structures. Notice how the entire lesson was completed in the target language (TL).
The list of words on the right side of this blog is the newer set of classroom instructions proposed for the series of activities in this blog. Earlier versions work with a variation of this set of words, different images and picture sets. It really does not matter what sentence structures, in this case classroom related commands, are used. The point it to give students expressions to survive the classroom environment entirely in the TL.
You can use the link to this document as well to sharpen your observation skills. Click here to access a sample observation activity sheet that will help you notice what the teacher in the podcast does during the lesson. What are some strategies she uses? How can these have been improved? How would you comment on her work?
Just something to think about!
Hope you will find these ideas helpful for your classes.
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