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ginlindzey

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OK.  This is just totally random but why not because this is my blog which needs full reviving and not just of really serious grammar stuff.

I have always loved the skit on Whose Line is it Anyway where they assign two lines and only two lines to two differenct actors (2 each, you understand), then a third person drives the scene with whatever the premise is.  Heck, look here to understand:

https://www.youtube.com/watch?v=OaFN2hhOHsQ

My question is whether there is a way to incorporate this in a language class.  Maybe target four idiomatic lines, and then have a some sort of storyline to play with.  The problem I foresee is that whoever the third person is would have to either be more fluent (Could I even manage it? Some days I don't feel very fluent at all...) OR they would have a story in hand that they are reading which they can stick with or digress from.  Not sure whether it is possible.

THIS IS WHEN I WISH I LIVED IN A LATIN COMMUNE so I could try it out with real people.  Like, could this be used to review a story already read?  While the main person is reading the story, he/she is constantly interrupted by the people who have their 2 lines?  The person reading would have to react to the lines, thus modify what he/she is reading or reiterate or explain, and then return to the story.

I dunno.  I would have to play with it a bit first.  It could work.... (This is all brainstorming out loud.)

What if instead each person in class got a single line.  Maybe one person doesn't get any lines so he/she can be score keeper.  I (as teacher) would begin to read the story and the interruptions would begin and I would react to them (and hopefully be able to reply to them).  Every time a person gets a line in, he/she gets a point.  Maybe if it gets big laughs that person gets double points.  This is what the scorekeeper would keep track of.  The person with the most points at the end of the story wins.

With luck, this would mean you could include:

1) a review of the story, (more repetitions of the target literature?)
2) the inclusion and repetition of idiomatic phrases that would either be useful for class (what time does the bell ring?) or for real discussion (What do you think the author meant by that?)
3) full active class involvement and listening
4) internalizing the language through active use
5) laughter

Wow. My head is spinning now.  I intend to go full CI/TPRS with my Latin 4s this year.  I think there will be a dozen kids in the class.  What 12 questions or phrases would be good to use early on?  Maybe I should have worked out in advance what my ANSWERS to those 12 questions might be too. And perhaps at the end of class I could provide the list of questions and answers or post them on a class website or something for reference.

OK.  I gotta figure out a way to make this work.  (Now back to pondering Objective Genitives....)

LOL

Date: 2016-06-14 05:27 pm (UTC)
From: [identity profile] ginlindzey.livejournal.com
Yeah. That didn't happen. I did some CI/TPRS with Latin 4, experimented with a variety of things, but it was very limited in what we could do because they just didn't have enough active Latin. And, honestly, I totally forgot about this idea. But I have new idea with this.... might blog about it.