Last Friday my friend Rachel, a Spanish teacher who teaches with comprehensible input (CI) in her classroom, shared a game she plays in class that she calls the Carlos game. (I don’t know if she created it or if she found it elsewhere. If you know the origin of this game, let me know so I can give credit to its inventor). Here is how you play it.
- In the game, students get in a large circle sitting on chairs.
- The teacher then either writes a question on the board or else projects the question on a screen. The question can be about anything. The class then chooses a silly answer to the question. Her class likes “Carlos” as the silly answer, which is why she calls it the Carlos game.
- For the first round, a student is selected as the questioner. That person’s chair is removed from the circle.
- The students, including the questioner, close their eyes, and the teacher walks around and taps either two or three students (depending on class size) silently.
- Students open their eyes and the questioner starts asking students the question for that round.
- Students who were not tapped must give a real, truthful answer. Students who were tapped must respond to the question with the silly answer. So, for example, if the question is, “What are you afraid of?” the students answer truthfully except for anyone who was tapped, who says in the target language, “I am afraid of Carlos” (or whatever your silly word is).
- All students must get up, run to another chair, and sit down. The person left without a chair becomes the new questioner.
- Play then continues from #2 above.
I played this in class today and students absolutely loved it. Here are a few variations you can add to your game.
- Number of students tapped to give the silly answer. The fewer students tapped by the teacher (see #4 above), the more repetitions of the question the student will hear. When I played this, I tapped multiple students when the question was “What is your name?” because my students had heard that so many times. When the question was less common, like “What are you afraid of?” I tapped fewer students so students would hear the question repeatedly, which would, with any luck, increase the chances that they will acquire it.
- Brainstorm possible answers to the question before questioning the students. This reviews words and expressions that students may not have seen in a while and, with any luck, eliminates any anxious feelings students may have about answering the question.
- Length of play. You could use this as a review game and prepare possible questions on slides and play this game for an entire regular class period (or half a block class period) or you can create your questions on the fly and use it as a filler activity when you have minutes left at the end of class.
- Silly responses. Rachel’s presentation led me to believe that the answer to every question is “Carlos” when she plays this game. I decided to group my questions by type (who, what, where, how) and come up with multiple silly responses, some of which were new words that provided some sneaky CI.
If you’ve read my blog previously, you may remember what I had to say about games in the CI classroom. Add this one to the list of fun, equitable CI games that I plan on playing from now on.