Jeopardy

This version is set up just like the game show, only the class is divided into teams, and during their respective turns the players must write their answers on the chalkboard since the classroom will probably not come equipped with buzzers. The player who writes the correct answer first gets the points for the team. For this particular game, the categories are verb tenses, and under each point value is a Spanish verb in its infinitive form along with the requirements for modifying the verb (i.e. comenzar- third person singular, past subjunctive).

Preterite Imperfect SubjunctivePluperfectCommands
100 100 100 100 100
200 200 200 200 200
300 300 300 300 300
400 400 400 400 400
500 500 500 500 500

Jeopardy can be used as a review activity. It will help students to determine which verbs and forms they already know and which ones they need to review further. I believe that this game is greatly supported by Krashen’s Learning and Monitor Hypotheses. Whereas acquisition is subconscious, learning is conscious and involves formal language study (Overview of SLA Theories, J. Monk). Students in this game learn or review verb forms and tenses in a formal setting. Monitoring means utilizing learned knowledge to modify utterances generated from acquired knowledge (Overview, J. Monk). Jeopardy in this form would suit intermediate and advanced students, since elementary students would most likely not be exposed to commands, the subjunctive mood, or various tenses. Advanced students would already be able to converse with others to some degree in the target language. Students learn the forms and tenses so that they can implement them into natural conversation. Additionally, students’ affective filters are lowered. They are not being graded and the competition is fun and healthy.
I’m not so sure that Jeopardy coincides with the other theories. I believe that Chomsky’s Universal Grammar is specific to children, who would not be found in advanced foreign language classes. It might have related in a strictly learning activity, instead of a review activity. This game is not a practice for developing linguistic rules, but rather a review of verb forms specific to linguistic rules already developed, and so Long’s Interaction Hypothesis is not applicable. While Krashen’s hypotheses treat learning and acquisition as separate entities, McLaughlin’s Cognitive Theory and McClelland’s Connectionism appear to say that the two occur simultaneously. Because Jeopardy specifically reviews forms and tenses, and not when and how to place the conjugated verbs correctly into sentences or conversational speech, neither Cognitive Theory nor Connectionism are applicable.
  ¶ 3:03 PM

  Crucigramas en la Cocina

Create a crossword puzzle for students whose theme is vocabulary that pertains to objects found in the kitchen. Underneath the puzzle insert a word bank and descriptions of each word in the puzzle. The puzzle, itself should consist of at least 20 words (10 across, 10 down), and the descriptions of each word should be numbered accordingly. Have the students complete the puzzle.
Krashen’s Learning Hypothesis applies to this activity, which states that learning is conscious and involves formal language study. In order for the students to be able to complete the puzzle they have to have learned to read and write in the target language. The Monitor hypothesis also applies because the descriptions help the learner to attach meaning to and reinforce the vocabulary. The vocabulary can then be implemented into everyday speech to make it more correct. This activity is not competitive, and so the affective filter is lowered. Incorporating the vocabulary into conversation allows it to flow more smoothly, and being able to describe words, in case of forgetting them, aids in the expression of ideas, and so Long’s Interaction hypothesis applies. “Learners build L2 knowledge through authentic interaction that increases their awareness and autonomy as communicators.
Warner Howard
  ¶ 3:02 PM

  Vamos al Medico

Divide the students into groups of two and have each student alternate between playing the role of the doctor and the role of the patient. The patient comes in complaining about feeling sick (stomach ache, coughing, sneezing, headache, allergies, etc.) or physical injury (cut, sprain, break, etc.) The doctor then diagnoses the problem and suggests medicine or other solutions to the problem. This activity will help students to learn pertinent vocabulary and terminology when going to the doctor's (body parts, illnesses, medicines, etc.). When creating this game, I thought about Krashen's Acquisition/Learning Hypothesis, which states that acquisition is subconscious and develops through natural conversation. The fact that this activity is not competitive and involves student-student interaction taps into the theories of SLA. The students' "affective filters" are lowered because there is no competion and having a conversation with another student supports the Interaction Theory.  ¶ 3:01 PM