The Seamless CI Classroom

OFLA Conference 2018

Bryan Kandel

Perry High School

Massillon, OH

bryankandeltprs.com

bryankandeltprs@gmail.com

1. Liz has seen the movie Coco more than once.

2. Barbara has met a famous person.

3. Mia has read every Harry Potter book.

4. Alexis has been in love.

5. Lacey has been on television.

6. Justina has played a musical instrument at a concert.

7. Erin has never seen Rain Man.

8. Melissa has seen every episode of Grey’s Anatomy.

9. Lisa has eaten fast food this week.

10. Jerri Lynn has broken the law this week.

How many . . .

1. have seen every episode of FRIENDS?
2. have said a bad word today?
3. have lied this week?
4. have sent more than 25 texts today?
5. believe in ghosts?
6. cannot drive a manual transmission vehicle?
7. speak German?
8. know all the words to this song?
9. prefer cats over dogs?
10. are afraid of clowns?

1. began teaching 12 years ago.
2. brushed his teeth 3 hours ago.
3. went on a date with her husband 8 weeks ago.
4. cried 7 months ago.
5. got her ears pierced 15 years ago.
6. ate seafood one week ago.
7. held a baby 2 months ago.

True/False, How Many and More/Less activity:

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• Created by teacher in 5 minutes
• Engage students by discussing their lives, interests and opinions
• Provide compelling input that allows students to acquire without thinking about process
• Can be extended for prolonged, meaningful TL discussion

The Seamless CI Classroom

OFLA Conference 2018

Bryan Kandel

Perry High School

Massillon, OH

The Seamless CI Classroom

• Provide comprehensible input in a natural, smooth manner
• Provide opportunities for students to acquire language without thinking about the process
• Use various methods and activities to increase engagement in class

Plan / Breaks

We must provide the energy in the classroom.

The goal is to see growth in proficiency and not an increase in knowledge of information.

We want to move students from slow processors to fast processors.

My first years with TPRS

Strategies for providing CI

Storytelling

Reading

Embedded Readings

Movie Talk

Personalized Questions (PQA)

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Jokes

Joke of the day

Must be . . .

1. appropriate
2. comprehensible
3. funny

Use gestures, photos, actors, definitions to make it comprehensible

bryankandeltprs.com/jokes

hay un ladrón

there is a thief

hace un ruido

makes a noise

In most cases, the vocabulary in jokes is used only to aid in comprehension.

Music

Benefits

-exposure to natural use of language

-exposure to poetic language

-creates interest in the language and culture

-5 minutes at the beginning of every class

-Cloze

-Translate parts

-Listen and pause

-Fix the errors

-Hot potato

-Mine for English

-Interpretive Dance

1. You are only lacking a kiss
2. You never really knew me
3. It’s not you, it’s me
4. Although it may hurt so much, I have to accept
5. Because your only mistake was knowing me
6. I don’t want to make you suffer
7. Put the blame on me
8. Sup Demi?
9. I have something to confess in this story
10. The magic that made you fall in love has gone

“Music”

Gripe o resfriado

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Sala comedor

Warm-up Questions

What did you do yesterday?

How do you feel today and why?

What is/was/will be the best/worst part of today?

What are you going to do this weekend?

What were you doing yesterday at 6:00?

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Class Dojo

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¿Cómo te sientes hoy y por qué?

¿Qué vas a hacer hoy después de clases?

¿Qué es la mejor parte de hoy?

¿Qué es la peor parte de hoy?

¿Qué hiciste ayer/anoche?

¿Qué estabas haciendo anoche a las 8:00?

¿Qué está haciendo tu madre ahora?

¿De qué tienes miedo?

¿De qué estás orgulloso?

¿Qué has comido hoy?

¿Que es la última película que viste?

¿De qué programa has visto todos los episodios?

Trivia

2015/2016 Trivia

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2016/2017 Trivia

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2017/2018 Trivia

Does that leave much time for class?

How to “sneak in” extra repetitions of a target structure.

Extended PQA

Personalized questions

Personalized True/False

Personalized More/Less

How many classmates . . . ?

What do you prefer?

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Use images to enhance/extend PQA

No puede bailar

Murder Mystery

Partner situations

Partners create situations in which a new structure would be used.

They discuss for one minute and then share with class.

The teacher repeats and provides input of the new structure.

No lo puedo creer

I can’t believe it

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Así es la vida

That’s life

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Teacher Quick Act

Profe ____ cuando se cayó

la biblioteca

Quick Games

Sometimes a quick contest or game can provide opportunities for input.

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How well do you know your classmates? (Newlywed game)

Students try to guess how a partner will answer a question based on a recent structure.

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Answers can be open-ended or choices from options.

I agree or No way!

It is possible for teenagers to be in love.

I agree or No way!

Children should have a cell phone at age 12 (or younger)

I agree or No way!

Students these days are lazier than they were 20 years ago.

I agree or No way!

The drinking age in the United States (21 years) is appropriate. It should not be changed.

I agree or No way!

Social networks should be blocked in schools.

I agree or No way!

Enrique Iglesias is hotter than Juanes.

I agree or No way!

High school students should have recess.

I agree or No way!

French teachers are losers.

Está triste

-is sad

Le cuenta un chiste

-tells him a joke

Se ríe

-laughs

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Who threw it at you?

threw it at her (se la tiró)

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threw it at you (te la tiró)

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threw it at me (me la tiró)

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Who has the . . . ?

Who gave it to you?

Who changed seats?

Who threw the ball?

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You can’t laugh

The class decides on one question and one response based on a current structure.

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One students asks others who must respond without smiling or laughing.

I want you to be my boyfriend.

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I’m sorry. I can’t be your boyfriend because my cat gets very jealous.

La cuchara

• Partner game to practice listening and provide several repetitions of target structures
• Students face each other with an object between them (fork, spoon, pencil)
• Teacher reads a statement. If it is true, the first student to grab the object gets a point.
• If the statement is false, and a student touches the object, the other player gets 2 points.

1. Cleveland is the largest city in Ohio.
2. Bryan has 3 children.
3. Pizza Hut was the most successful pizza chain in 2016.
4. The 4th most common language used in the US is French.
5. 1 mile = 3 kilometers.
6. The Euro was first used in 2002.
7. Japan has the highest life expectancy in the world.

8. Walt Disney World in Florida is the most visited theme park in the world.

9. It is a tradition to eat KFC on Christmas day in Japan.

10. There are more cows than people in Uruguay.

11. The name Argentina comes from the Latin word for treehouse.

12. When Spanish children lose a tooth, a mouse brings them a prize.

13. Over 100 Germans have won a Nobel Prize.

14. _____ is married.

15. _____ has a dog.

16. _____ teaches Spanish.

17. _____ cannot whistle.

18. _____ has never been to Europe.

19. _____ There are more people in the world who speak English as a second language than a native language.

older, younger, the same age

1. Barack Obama is older than Bryan.
2. Barack Obama is older than Donald Trump.
3. Juanes is younger than Enrique Iglesias.
4. Justin Bieber is younger than Miley Cyrus.
5. Oprah is older than Bill Gates.
6. Mary Kate and Ashley Olsen are the same age.

7. LeBron James is older than Johnny Manziel.
8. The United States is older than France.
9. Hillary Clinton is older than Queen Elizabeth.
10. Shakira and Kanye West are the same age.
11. Morgan Freeman is younger than Betty White
12. Elsa and Anna are the same age
13. Bryan and his wife are the same age

mono > conejo

conejo > pájaro

pájaro > mono

Extended in-class or out-of-class activities to create a context for more input

The story behind the image

Show an image and lead the class in creating the story of what happened before or what is happening beyond what is seen.

Image Search

Example #1

Example #2

Example #3

La Biografía

Example #1

Example #2

Cubes

Students draw on each square (things I enjoy, things I hate, the year I was born, things I am afraid of . . . etc.)

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The cubes can be passed around and used as a basis for questions and answers.

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The teacher must be deliberate about providing several reps of key structures.

Classmate Search

#1

#2

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Screencast

Screencastomatic

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Questions

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Video

El vaquero

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Viva el toro

Screencast for Grammar (Non input)

El futuro

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Los complementos

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Decir

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EdPuzzle

EdPuzzle

Magic

READING

-Vary the delivery

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-Keep (make) it comprehensible

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-Keep it compelling

Reading Extensions

Reading is essential in a WL classroom and one of the best ways to provide input.

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Various activities can be used to extend a reading and provide even more input.

Embedded Reading

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Gotitas de amor

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Simultaneous Acting

Amy y Doug

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Internado 1-8

The Art Museum

1. Students read a text
2. Individuals or groups are assigned a section of the reading and must make a picture that represents the section.
3. The pictures are hung around the classroom.
4. In pairs or groups, students walk around and talk to each other about what is happening in each picture.

5. The pictures are scanned and projected.
6. The teacher leads the class in a retell of the reading based on the student created pictures.

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Amy y Doug

1. A bald man was sitting in a comfortable blue chair in the office of his house and reading an old novel.
2. In the novel, two secret lovers were talking in a cabin in the woods.
3. The woman was married, and she was afraid her husband would find out about the secret romance.
4. The man had a plan to kill the husband of his secret girlfriend

5. As the bald man was reading, he heard a noise in the house. He turned around and saw nothing. He continued to read.

6. In the novel, the boyfriend left the cabin and drove to a park.

7. He walked through the park toward the house of his girlfriend. He could see a light on the house and he knew the husband was inside.

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8. The bald man reading the novel was so intrigued by the story that he wasn’t paying attention to anything else.

9. In the novel, the boyfriend entered the house of his secret lover. He opened the door to an office where there was a bald man sitting in a comfortable blue chair reading.

Fake text messages

iphonetextgenerator.com

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Create readings that appear to be screenshots of actual text messages.

Interactive Embedded Readings

Input from the class is used.

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Teacher and students write the story together.

Murder Mystery

Description

There was a party. The host invited several people. After dinner, he was dead. Who killed him?

Use student input to describe the guests.

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After several activities, reveal who killed him.

Instructions

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English Example

What’s in the basement?

Students and teacher draw a house together. There are several floors, and each floor is a room. In the rooms are certain items. Members of the class have to do chores in each room. There is a basement, but it is never revealed what is down there.

After several activities, the teacher distributes the reading. It retells all the information that was created by students and then tells of how all the characters were curious about what was in the basement and decided to go check it out. Each had an idea about what was down there. The reading ends in a cliffhanger, and students must write the final part.

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¿Qué hay en el sótano?

Activities used for “non-targeted” input.

Silla Caliente

Mad Libs

Sospechosos

Brain Break Games

Brain Breaks

Thanks!

bryan.kandel@perrylocal.org

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bryankandeltprs.com