¡Carnaval 2012! -a communication gap activity

This is one example of a communication gap activity that could be adapted to any theme or language. The point is that one student gets part of the information and the partner gets a different set of information. They must talk to each other to fill in the missing pieces. This example is based on 2012's Carnaval in Rio.

Communication Gap

Popplet

Popplet is a web 2.0 mind mapping tool. It can be used to have students explore their ideas about a topic. Students can work together or on their own to map out ideas and add some images, links, or information. This is a great tool to get them to see the big picture of how somethings are related to others. It's really great for politics and cultural aspects that are difficult to see without first putting them into a context.

At a simpler level, this could be use to help beginners sort new vocabulary. Students can achieve deeper encoding of new knowledge when they process words and make new connections. (Brandl 2007, p. 83).

Tutorial on using Popplet in Spanish

StoryBird

Storybird Quick Tour from Storybird on Vimeo.

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To get started: 
(1) Create an account
(2) Validate email
(3) Upload avatar

 Options: 
(Read) the public library
(Create) pick a set of art to get started, then drag & drop
(Invite) share the creative process

"Storybird is...a game board of taking turns and after a few turns, a Storyboard is made." 

(Optional) books can be purchased electronically to print on your own, to download for mobile devices, or to order paper or hard back books

ToonDoo

Have students complete a ToonDoo you create for them or have them create their own, depending on the level of technology you have access to. These could cover many topics and could be group endeavors or solo projects. You could have them read a short story first and have them create a representation of what they read or make up their own comic. Students can present what they've created and explain it to the class in the target language.

ToonDoo is easy to use and the comics can be put on other websites or printed out. Have fun!

Speed Dating

Line up desk or tables so that students can sit across from each other in a long line. Have one student select a card with a topic for discussion on it. Each student-pair has 5 mins to discuss the topic. Then a bell rings and one side of the line shifts one spot down so that every student has a new partner. As a group, ask students to share some of the things that came up in their pair. Next let another student choose a second topic card and start the process over again. There is a lot of flexibility in the type of topics that could be chosen and a lot of potential for language learning to take place. To make it more fun, try having students make a note about which brain they'd most likely take out on a second "discussion date." :)

Command Creativity

Pair students and give each pair markers and paper. One student will be the commander, the other the artist. Using the target language, the commander will describe something for the artist to draw.

This activity requires students to negotiate meaning and see, in real time, how well they are understanding and being understood in the target language. There is a lot of flexibility in this activity. The commander can have a script or guidelines written by the teacher or can just go off a general theme.

Eyes and Ears

In this activity, one partner (Eyes) gets to watch the video without the sound while the other (Ears) must close their eyes or turn away from the screen. As Eyes views the silent images, they must describe what they see, as best they can, to their partner, Ears.

Next, Eyes either covers their ears completely or leaves the room entirely. Then the video is replayed but Ears doesn't get to see the images, only hear the audio. Ears makes notes of what they are listening to. When the clip is over, Eyes returns the classroom and Ears describes what they heard.

Together, the two try to make meaning out of what they have seen and heard. Have them answer some comprehension questions about what they heard and saw.

Here are some examples:

If your only interest is assessing listening comprehension, use "cierto" or "falso" questions like these:

1. Según Voldermort, la familia de Harry ha muerto por él. 
2. Hay un serpiente grande y un dragón en el video.
3. Harry quiere terminar esto con Tom como ellos han empezados, lejos.

The following questions can be answered orally or written out, depending on whether you want to assess listening comprehension and oral production of the language or production of written language. 

1. ¿Quién ha muerto por Harry según Voldermort?
2. ¿Cuáles son los animales míticos en el video?
3. ¿Cómo quiere Harry terminar esto con Tom?

Notes:

(1) Depending on the level or particular context, this activity might require a pre-listening activity that draws the students' attention to the topic and any new or key vocabulary. 

(2) If your language is not Spanish, you should try to choose another video of a popular movie in your target language--it helps if there is a lot of action.