byBenPearson

CreatedbytheCenterforAppliedSecondLanguageStudies,UniversityofOregon

Procedure,Hanabi

• Toprimelearnersforthisactivity,theteachercangivelearnersquestionstodiscussingroupsthatmainlyinvolvetheirownlevelofperception,collaboration,andassistance.Someexamplepreviewquestionsinclude:

o Discussatimesomeonegaveyouahelpfulpieceofadvice.Didthepersontellittoyoudirectly,wantingplainlytoletyouknowhowtheyfelt?Ordidtheygiveittoyouindirectly,mainlytonotseembossyorpushy?

o Imagineyouhavetoexplainabasketballtosomeoneelse.Howwouldyoudescribeit?Shape?Color?Size?Whatdoyouthinkarethemostimportantfeatures?

o Ifsomeonewastryingtodescribeananimal(forexample,apenguin)overthephonetoyou,whatwouldbethemostimportantdetailsforyou?Howdoestalkingoverthephonelimithowsomeonecandescribethings?Whatdoessomeonehavetodowithhis/hervoicetocompensateforthis?

• Theteacherhaseverylearnertakeoutasheetofpaper,explainingthattheywilldrawapicturebasedonthedescriptiontheteachergives.Theteachershouldmakethedescriptionasspecificanddetailedaspossibleinorderforthelearnerstocomeupwithmoreorlessthesamepicture.Next,thelearnerslistentotheteacheragainanddrawanotherpicture,althoughthistimetheteachermakesthedirectionsasscatteredandambiguousaspossible.Whenthelearnersshowtheirpictures,thereshouldnotbeverymuchsimilarity.Seethesamplescriptforideasonhowtostructureit.

• Oncethisiscomplete,theteacherprovidesthelearnerswithdiscussionquestionstoworkoninsmallgroups.Herearesomeexamplequestions:

o Whichinstructionsweredescribedbetterandwhy?Bespecificandexplainthekindsofgrammarthatwerebeingusedinthedescription.

o Howdidtheteacher’svoiceinthefirstdescriptiondifferfromthesecond?Whendidyounoticethevoicegethigher?Lower?

o Whatmadethesecondsetofinstructionsdifficulttofollow?Howcouldithavebeenbetter?Discusshowwordstressplaysarole.

• Oncetheclasshasdiscussedeachquestionthoroughly,theteacherbringseveryonebacktogetherandaskstheclasstosharetheanswerstheycameupwithintheirgroups.The

byBenPearson

CreatedbytheCenterforAppliedSecondLanguageStudies,UniversityofOregon

teacherensuresthatthelearnersnoticehowimportantwordstressandadjectivesarewhendescribingsomethingtosomeoneelse.

• Aftergivingfeedbacktothelearners,theteacherintroducesthegameHanabiandsomekeyrules,especiallyhowhintscanonlybegivenforcardcolororvalue,notboth.Theteacherwillalsoshowhowitcanbeusedasanexerciseinpracticingwordstressandprominencebyaskingforavolunteerfromtheclasstohelpdemonstrate.Boththelearnerandtheteacherwillhaveahandofcardsfacingawayfromthem.

• First,theteacherexplainshowtogiveahintconcerningcardvaluebypointingtoa“One”inthelearner’shandandsaying“Thatisa‘One,’”puttingextraemphasisontheitalicizedword.Sincenoothercardshavebeenplayedyet,theteacherexplainsthatregardlessofthecolor,thefactthatthecardisa“One”meansthatplayingitwillrewardtheplayerswithapoint.Theteacherturnsitovertothelearner,butovertlyhintsthatanother“One”wouldbeveryuseful.

• Theteacherwillalsodemonstratehowahelpfulhintcouldbegivenbasedoncardcolor.Theteacherexplainsthatinthisscenario,a“Two”ofthecolorplayedwouldbebeneficial,butifthelearnerhasmultiple“Two”cardsinhis/herhand,thehintwouldnotbeashelpful.Iftheteachersays“Thiscardisgreen,”however,theimplicationisthattheteacherknowsthiscardisbeneficialandthefactthatitisgreentellsthelearnerwherehe/sheshouldplayit.

• Onefinalhinttheteachergiveshastodowithlettingpeopleknowthatacardisnotthatuseful.Forexample,ifthelearnerhasacardwhichhasalreadybeenplayed,likea“One,”theteacherwillpointatitandsay,“That’sjusta‘One.’”Theteacherwillturnthequestionovertotheclassandaskthemwhatwasdifferentaboutthishint,waitingforalearnertonotethattherewasnowordstressorprominenceonanyparticularword.Becauseofthatandthetoneinwhichthehintwasgiven,theteacherisimplyingthatthecardisnotworthkeepingandshouldbediscardedtogetareplacementaswellasanotherhintback.

• Afterwards,theteacherdividestheclassintogroupsofthreeorfourandgiveseachgroupacopyofHanabi.Onaprojector,theteacherwillhaveimportantrulesandtipsforthelearnerstobeawareofastheyplaythegame.Theteacherencouragesthegroupstotrytogetthebestscoretheycan,sincetheywillbecompetingagainsttheothergroups.Theteacherdoesnothavetoofferaprizeforfirstplace,butitcouldbeamotivatingfactorforsomelearners.Theteachercirculatesamongthegroups,givingclarificationandhintswherenecessary.

byBenPearson

CreatedbytheCenterforAppliedSecondLanguageStudies,UniversityofOregon

• Onceeverygrouphasplayedthroughthegameandcalculatedtheirscores,theteacherannouncesthewinner,givingthemtheprize(optional).Theteacherasksthewinninggroupwhatkindsofstrategiestheyusedandwhetheritinvolvedwordstresstosomeextent.Theteacherthenturnsthequestiontotheothergroupstoseeiftheycameupwithanyadditionalstrategies.

• Theteacherthenillustrateshowthesestrategiesofusingwordstressandprominencetoconveymeaningcanbeusedoutsideoftheclassroombypresentingsomeexamples,whichcouldinclude:

o “Howdoestheweatherlooktoday?”à“It’sraining.”

o “DoyoulikeJustinBieber?”à“Heisinteresting.”

o “Doyoulikemyhair?”à“Itlooksveryfuzzy.”