Where’s the dog? Stage 2

Stage 2: And here’s the powerpoint for this second version of the game (Powerpoint 2011) Dónde está el perro 2

I save this stage for the first time a pupil pipes up, “Can we play that game with the dog?”  They only get to do anything if they ask in the target language, of course, and by this point they know that if they speak in English they’ll have to pay a forfeit, so they are more likely to say, “¿Cómo se dice en castellano ‘Can we play that game with the dog?’”  At this point, as you will see from the slide, I’m ready with the language for them to ask that.  I think a mistake here would be to show them the language, read it to them, and then play the game.  Much better to lock them all on to ask the question as a whole class, with mimes for each key part of the sentence, and exaggerating the begging.  In this way it doesn’t take much to include all learners: the visual (the powerpoint, colours, pictures), auditory (exaggerated begging) and the kinaesthetic (mimes and begging on knees, if you feel like going that far).

You will notice that pupils have to address me as “Usted”, or in a French class, “Vous”.  I insist on this whenever they speak to me, even though I would be happy to be addressed as “tú/tu”.  Why?  Because otherwise, they would never have the opportunity to use those verb forms and it’s much harder to introduce later on.  It’s really not that difficult for pupils to get used to the fact that they have to use a different verb form for me.  And if they ask why, back comes the reply, “Porque soy muy importante”.  That usually provokes a response.  They can also use Usted/Vous to each other if you run a routine where a handful of pupils wear Christmas cracker crowns for the lesson.  (Your family will think you have totally lost it if you start collecting crowns from them all after Christmas lunch.  They will.  I promise you they will.  Mine has only just accepted that this is a fact of my life).  Or if your school uniform includes a tie and a jumper, the nominated Usted/Vous pupils wear their ties outside of their jumpers.  Thank you again, James Burch, for another great idea!

Back to the activity.  In this stage, pupils ask to play the game and to be the one to hide the dog.  There is much more language for the pupils to use now, and because there is a choice about who is involved in the various roles, it gives me the perfect opportunity to introduce the interrogative, “¿Quién?/ Qui?” and no checking back in English is necessary.  They want to be picked, I can’t make up my mind, “Who?” is the obvious question and the obvious meaning.  The pupil declares where he thinks the fluffy canine is ensconced using a structure which will occur again and again and again:  “Creo que / Je pense que…”.  He’s either right or he’s wrong, and the game is played again with a further couple of volunteers.  Each time, their name is written on the board along with the number which was reached each time.  The winner is the one who finds the dog the fastest, which leads to the last slide, “Gano yo / Perdemos nosotros / J’ai gagné / Nous avons perdu”. Game over.

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