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Introduction
This article will show how an activity can be modified to encourage the four kinds of classroom
language (requests, choices, leadership, and manners and values) described in part 1.
The Basic Activity: Peephole Cards for Vocabulary Review
Materials:
Stack of large picture cards of vocabulary for review, several A-3-sized, opaque sheets of
paper with a hole cut in the middle about half a centimeter to a centimeter square in size
(larger hole for younger students). I usually just ran A-3 paper through the copy machine
with the cover up (although you will be scolded, like I always was, for doing this).
Grammar:
"What is it?", "It's a ____," "Is it a ____?", "No,
it isn't," "Yes, it is."
Classroom Context:
Students have already been taught the classroom language and are familiar with the
non-verbal prompts (gestures, etc.).
Procedure:
Teacher holds up a card with the peephole screen in front of it. "What is it?"
she asks mysteriously. Students are perplexed. She moves the card behind the screen so that,
through the hole, students can see different parts of the picture. Students yell guesses,
teacher replies, until someone gets it right. Teacher demonstrates two more times, using
different picture cards, then divides students into pairs and they take turns quizzing each
other.
Administrative Hint:
When dividing classes into pairs with different roles, designate one student A and one
student B. Explain that all the A's are the quizzers and all the B's the guessers. Call the
A's to the front to pick up the cards. As pairs finish, tell the B's to take the peephole
screen and choose a new card (as necessary).
Requests
Key Idea:
Students will not get X unless they request it appropriately (in English, of course).
Students must desire X, or they will not be motivated to make the effort of requesting it,
and they must have the ability and aids to make that request.
Motivating young children is simple and fun: show them something, make a big deal over it,
show them there is enough for everyone, and then blatantly fail to give them any. With some
classes, lording it over them, and then crying and feigning agony when you are
"forced" to distribute it because they have asked appropriately, is also a great
motivator.
Process:
A's come to the teacher to get the peephole screens, perhaps carelessly requesting the
screen in L1. After fiercely ordering, "Line up," teacher studies the ceiling
casually or admires her nails while casually prompting "____, please," with her
outstretched hand.
Baffled by what the screens are called, the first A will point to it
and ask, "What is it?" (If this question doesn't come, the teacher can remind
the student to ask by shrugging her shoulders.) The teacher says, "Black peephole
paper" (or whatever). The student says, "Black peephole paper, please," and,
after getting the screen, goes to choose a picture card.
Choices
Key Idea:
This requires students to make choices and requests based on them so shy or reticent
students may be unfairly discriminated against. (This can be avoided by letting students
take turns choosing first, for example.) It is helpful to demonstrate how to request the
choices first, such as by holding up each item and saying what it is before failing to
give them away.
Process:
The peephole screens can be diversified by having the holes in different shapes, or,
rather than being all black, can be of construction paper of different colors. Students
then request, "Heart peephole paper, please," or "Blue peephole paper,
please." The request can also be simplified if necessary to "Heart paper,
please," or just "Heart, please." More peephole screens than pairs can
be available, and the quizzers are free to change their screen a limited number of
times. Of course, they must first request it: "Change paper, please," for
example.
Note:
My students were usually in their first or second year of learning English and very
young, so I kept the language structure for requests very simple. With students of
more experience or older age, I would require longer, more correct requests ("May
I have...?" and so on).
Part 1: Page 1 | Page 2
Part 2: Page 1 | Page 2
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