We had a very exciting class today! We played our own version of the dating game, focusing on the structures “Quiero que seas” and “Quiero que tengas”. This activity needed very little prep, and NO copies needed to be made! It also turned out that this activity allowed for a lot of scaffolding opportunities, which we really needed because we have an IPA coming up!
Here is how it all went down:
Objective: I can ask and answer questions about an ideal friend.
Step one (after the “bellwork” and the bienvenida): Students listed adjectives that describe their ideal friend. Very simple, right?
Step two: We listed the adjectives on the board with a good amount of space below each one.
Step three: We listed activities that those “types of people” do, but we used the “yo” form (you could use any form and extend the learning by eventually having students change the verbs to the “yo” form for the actual game, but that was too much for us today). For example, under “inteligente,” we wrote things like “estudio mucho,” “leo libros,” and “saco notas buenas”.
Step four: I modeled an example statement and question for the dating game, and students wrote their own version. My example was “Quiero que seas aventuroso. ¿Qué haces que es aventuroso?”
Step five: We picked our players. It was easy to get volunteers to ask the question, because they just read the questions from the papers. I had to draw names for the other three players. ALL players were instructed to use their clarification requests, and zero English. The player asking the questions set facing away from the class. As I drew names for the other three “bachelors,” I pointed silently to them and made a BIG show of it, which really made the other students cackle. I also instructed the bachelors to try to change their voice when they spoke–yet another opportunity for hilarity in the lesson!
Step six: The question-asker asked five questions, all bachelors answer every question. Since we had already discussed activities that go with the adjectives, the students answered confidently. We had many students go off-script and say some really funny things like “Tengo una cabeza grande.” This was the favorite response in first hour for everything from “What do you do that is funny?” to “What do you do that is intelligent?”
Step seven: I asked the main player (in Spanish), “Which do you prefer and why?” They answered, and we moved on to another set.
After the game we practiced our speed dating conversation skills (this will be a part of their IPA), and we reflected using this rubric, originally developed by Colleen Lee-Hayes and (I think) further developed by another #langcamp collaborator? But I’m not sure whom– feel free to correct me!
What do you think could be done to make this lesson better?