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I’m a bit of a nerd, and worse, I am in fact a Trekkie. There exists no Startrek episode I have not seen. I have strong opinions on who the best star fleet captain was. I can explain in some detail the cultures and appearances of a variety of imaginary alien cultures., etc. That said, I have a soft spot for Klingons.

I am also a pre-service teacher and one of my endorsements is in Teaching English to Speakers of Other Languages. One of the common misconceptions about teaching English to those who don’t speak it is that you must speak their language to do so. This is really handy but not necessary. Often many different language groups are represented in your class and you have to teach everyone at the same rate.

In order to demonstrate this can be done. I worked up a demo lesson plan given in Klingon. It is a sample of the total physical response (TPR) strategy and works very well for learners just starting out. The strategy works for all languages, not just Klingon. If you have any questions, or just like the lesson leave me a comment.

TPR Demo

Topic: Gambling- taking and rolling dice. The KLLs (Klingon Language Learners) in our class are not familiar with the difference between ml’ nagh (die) and ml’ naghmey  (Dice). This TPR activity will deal exclusively with the word and its plural and the actions surrounding simple games of chance. Future lessons will deal with rules surrounding classic Klingon games, and the correct treatment of cheaters.

Lexical Sets:

Nouns:
ml’ nagh (die),
ml’ naghmey (dice)

Verb:
‘uch (grasp),
ronmoH  (roll).

*Technically KLLs will also learn basic response particles;
HIja’ (yes), ghobe’ (no),  and Qapla’ (success).

Materials: word cards and a large bag of dice.

Sequence of Commands:
1. Demonstrate: ml’ nagh (3 times) and ml’ naghmey (3 times)
2. Comprehension Check: ml’ nagh? ml’ naghmey? (alternate showing dice correctly and incorrectly)
3. Demonstrate: ‘uch (3 times, inviting students to preform action) ronmoH  (3 times)
4. Comprehension check: ‘uch? ronmoH ? (Alternate preforming correctly and incorrectly, then give command for students to preform alongside, then independently.)
5. Noun-Verb combinations: ‘uch ml’ nagh. (demo and everyone preforms) tetlh ml’ nagh. (Everyone preforms) ‘uch ml’ naghmey (everyone preforms)  ‘uch ml’ naghmey. (Practice two or three more times)
6. Call on individual students to ‘uch/ronmoH  a ml’ nagh/ml’ naghmey E.g. Stacy, ‘uch ml’ naghmey.
Consolidation:
7. New commands: Call on individual students to ‘uch and ronmoH  ml’ nagh and ml’ naghmey in random alternating between the command combinations until the all the ml’ naghmey are on the table.

Wrap up:
8. present word cards for ml’ naghmey and ml’ nagh.

(Edit: 4/6 My Klingon was wrong in parts. Thanks to helpful internet nerds it is now of the highest quality. Thanks to those who have more Klingon than I.)

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