Making Anything Comprehensible: Achieving 90% through Total

Making Anything Comprehensible: Achieving 90% through Total

Completely Comprehensible Culture: Achieving 90% through Total Comprehensible Input
1. Research
a) Dr. Stephen Krashen’s website: http://www.sdkrashen.com/
b) Reading and Vocabulary Acquisition: Supporting Evidence and Some Objections. (Stephen Krashen, Iranian
Journal of Language Teaching Research, 1 (1): 27-43, 2013.)
2. Comprehensible Input (CI)
a) “We acquire language in only one way, when we understand messages, that is, when we obtain “comprehensible input.” Thus, we acquire
b)
when we understand what people tell us or what we read, when we are absorbed in the message. More precisely, we acquire when we
understand messages containing aspects of language that we are developmentally ready to acquire but have not yet acquired.” (Foreign
Language Education the Easy Way Dr. Stephen Krashen)
"The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really
want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready',
recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting
production." Dr. Stephen Krashen http://www.sk.com.br/sk-krash.html
3. Under the CI Umbrella
a.
High Frequency Vocabulary (www.citeachers.com)
b.
TPR
c.
TPRS – Teaching Proficiency through Reading and Storytelling
4. Culture and Comparison while Teaching “La familia”
La familia guatemalteca vive en Antigua. Toda la familia (el papá, la mamá, la abuela, 2 hijas, 2 hijos) vive en 1 casa. El
papá, Juan Pablo, trabaja mucho. Él trabaja muy duro. La mamá, Magdalena, trabaja también. La mamá prepara la
comida en la casa. La abuela prepara la comida, también. El hijo, Luis, habla con su papá. Luis le dice, "Papá, ¿cómo
estás?" Juan Pablo le dice a Luis, "Estoy bien, Luis." La familia está muy feliz.
The Guatemalan family lives in Antigua. All the family (the dad, the mom, the grandmother, 2 daughters, 2 sons) live in
1 house. The dad, Juan Pablo, works a lot. He works very hard. The mom, Magdalena, works also. The mom prepares
food at home. The grandma prepares food, also. The son, Luis, talks with his dad. Luis says to him, “Dad, how are
you?” Juan Pablo says to Luis, “I’m well, Luis.” The family is very happy.
5. El Chupacabra
Muchas personas dicen que el chupacabra tiene una cabeza triangular con ojos rojos. No camina normalmente; salta como
un canguro. No es alto, es bajo y tiene tres garras en cada mano. Sus dientes son muy grandes. Es del color gris y muchas
personas piensan que tiene alas muy grandes. El chupacabra toma la sangre de animales pero no come los animales. Es un
mito pero muchas personas dicen que es real.
Many people say that the chupacabra has a triangular head with red eyes. It doesn’t walk normally; it jumps like a
kangaroo. It is not tall; it is short and has three claws on each hand. Its teeth are very big. It is gray and many people
think that it has very big wings. The chupacapra drinks animals’ blood but doesn’t eat the animals. It is a myth but many
people say that it is real.
6. Current Events
Kosik the Talking Elephant: http://youtu.be/jih5c-F7TBo
Hay un elefante famoso. El elefante se llama Kosik. Kosik vive en el Zoo Everland en Corea del Sur. Kosik es un
elefante famoso porque habla el lenguaje coreano. No habla inglés ni español, pero habla coreano. ¡ Kosik dice 5
palabras coreanas! Dice las palabras annyong (hola), anja (siéntate), aniya (no), nuo (acostarse) y choah (bueno).
Making Anything Comprehensible: Achieving 90% through Total Comprehensible Input
There is a famous elephant. The elephant’s name is Koshick. Kosik lives in the Everland Zoo in South Korea. Kosik is a
famous elephant because he speaks the Korean language. He doesn’t speak English or Spanish, but he speaks Korean.
Kosik says 5 Korean words. He says the words annyong (hi), anja (sit), aniya (no), nuo (get up) y choah (good).
7.
Pop Culture: Aurora: La bella durmiente
Hay una princesa. Ella se llama princesa Aurora. Aurora es muy bonita. Es más bonita que todas las otras princesas.
Aurora no tiene una familia normal. No tiene una madre o un padre. Ella tiene tres “fairy god mothers.” Ellas se llaman
Flora, Fauna y Merryweather. Los colores de los fairy god mothers son verde, azul y rosado. Un día, la princesa Aurora
camina en el bosque. De repente, Aurora mira una casa muy pequeña en el bosque. Ella toca la puerta y entra en la casa.
Aurora dice, “¿Hola? ¿Hola?” Mira una rueca; es muy grande y café. Toca la rueca y de repente, ella se duerme. Ella
duerme por mucho tiempo. Fauna, Flora y Merryweather agarra la chica y pone la chica en el castillo mágico. Aurora
duerme en el castillo pero no ronca. Aurora es una princesa y no ronca. Ella duerme en silencio. Aurora duerme por
mucho tiempo y no se despierta.
There is a princess. Her name is Aurora. Aurora is very pretty. She is prettier than all the other princesses. Aurora does
not have a normal family. She does not have a mom or a dad. She has three fairy god mothers. Their names are Flora,
Fauna and Merryweather. The fairy god mothers’ colors are green, blue and pink. One day, the princess Aurora walks in
the forest. Suddenly, Aurora looks at a very small house in the forest. She knocks on the door and enters in the house.
Aurora says, “Hello? Hello?” She looks at a spinning wheel; it is big and brown. She touches the spinning wheel and
suddenly, she falls asleep. She sleeps for a long time. Flora, Fauna and Merryweather grabs the girl and puts the girl in
the magic castle. Aurora sleeps in the castle but doesn’t snore. Aurora is a princess and doesn’t snore. She sleeps in
silence. Aurora sleeps for a long time and doesn’t wake up.
8.
Songs
9.
Leveled Readers
www.tprstorytelling.com
http://www.blaineraytprs.com/
www.cpli.net
http://miracanion.com/
http://benslavic.com/
www.citeachers.com – CI Curriculum Support!!!!!!
CCFLT: http://www.lessonpaths.com/learn/i/ccflt-2014-spring-conference/ccflt-2014-spring-conference
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