Teaching Level 1 Themes with Comprehensible Input

When I visit the IFLT/NTPRS/CI Teaching group on Facebook, I often encounter posts from teachers who would like to teach with comprehensible input (CI) but need help getting started. These teachers inevitably need some guidance on how to provide CI while still teaching certain topics that they are told they must cover.

If you are one of these teachers, my suggestion to you is that you start making the shift from traditional to CI with your Level 1 classes. There are a couple of good reasons for this. First, you will be the students’ first language teacher, which means you will not have students trained by a traditional teacher that you will then have to retrain. Second, themes in first-year modern language classrooms are basic enough that they can be presented easily using CI.

When I decided to embrace CI, I started with some backwards planning. I went through the Level 1 textbook and made a list of topics in the book. Then I listed one or two CI approaches I could use to address many of these topics. Here is the list I compiled for my first-year Spanish and French classes.

When I start out the year, I begin each class with Calendar Talk. Here is a video of how Tina Hargarden does Calendar Talk. In my class, we talk about the day (today, yesterday, tomorrow), any upcoming holidays, the weather, what season in is, and, since we have a rotating schedule, what the time is. This eliminates those isolated lessons on those subjects that are usually at the beginning of a first-year book.

Then, as Ben Slavic and other, more established CI teachers recommend, I do Card Talk. This activity used to be called Circling with Balls. My students draw pictures of something like to play and any pet(s) they may have on a card. Then I use Personalized Question and Answer to introduce the expressions “like(s) + infinitive” and “I/You have” and “S/he has.” Students also hear the names of sports and instruments, most of which are cognates, and some animals (usually “dog” and “cat” but sometimes other things like “guinea pig” and “rabbit.”).

Following that, I do Special Person Interviews. I can introduce SO much vocabulary due to the variety of questions I ask. By the time I finish my interviews, my students have been exposed to expressions like dates and numbers (from questions like “How old are you” and “When is your birthday”), activities (“What do you like to do”), food (“What is your favorite/least favorite food”), family members (“Do you have any brothers or sisters”) and names of school classes (“What is your favorite/least favorite class). If you are a French teacher, visit my French Resources page for my Personne Spéciale documents. Spanish teachers can visit my Spanish Resources page for the Spanish version.

After those first two activities, which can take me through mid-October (or even longer depending on class size), I have no set order in which to do my other activities. I am constantly taking things out and adding new things. One activity that I do one year in September I might not do until December another year. I don’t care about when the topics are addressed as long as they are addressed at some point during the school year.

Finally, I have learned to let go of the compulsion to teach all thematic vocabulary words together and have embraced the idea that they will pick them up in bits and pieces throughout the year (Click here for more about my thoughts about thematic units). Take expressions to describe the weather and seasons, for example. In my class, we learn them as the year progresses. In August when we come back to school students will learn to say that it is hot and sunny because it is still summer. In November they will learn to say that it is cool and windy because it is fall. In January they will be able to talk about snow and cold temperatures because it is winter, and in April they will be able to talk about rain because it is spring. Where is it written that a student has to learn all expressions to describe the weather and seasons, or by extension all clothing, food, or names of family members all at once?

And finally, let’s address the elephant in the room…the explicit grammar that some people feel is necessary to teach. I only do pop-up grammar in my classes, because, based on the research by Stephen Krashen and Bill Van Patten that I have read, I know that explicit grammar lessons do not further language acquisition. And I am lucky because I work in a district that has embraced CI. If you are obligated to teach grammar, I recommend that you read this post, in which I talk about ways to teach grammar in ways that maximize class time for comprehensible input in class.

Once the shift has been made with first-year classes, you can start to alter the second year textbook to CI. But that is a blog post for another day.







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