If the answer to it every problem in second language acquisition is more comprehended reps with the students’ minds focused on the message and not the words, then how do we get as many comprehended reps as possible on a single verb to make sure that we have given it enough attention so that it is not a mystery to our students when they hear it in class? We can’t just repeat the verbs for the entire class period or write it out on paper endlessly, though some have tried.
I am suggesting that we build a Verb Wall to teach verbs. It’s nothing new, but it is new to me, since I have used only Word Walls over the 14 years I have been doing TPRS/CI. I wouldn’t mind using both verb and word walls in my classroom, but the walls would get too busy so I have to choose one.
There is a complex and detailed process to teaching any target expressions/verbs/words that I have developed over the years, and it may annoy some, but it is my belief that we can’t just tell new people to “circle verbs” until the kids know them, so I suggest it here to those interested in considering using it:
a. Write the new verb down on the board: travaille – works.
b. Explain to the class that travaille means works.
c. Ask the class what travaille means. The students all say works. If there is not a big choral sound from the class on their answer we ask again. This is the time when we gain command over the slouchers, laser pointing to the Classroom Rules, relentlessly, so that all heads and shoulders are squared up with us all the time.
d. Say to the class, “Class, show me works!” They suggest possible gestures and you accept one, praising the kid whose idea it was, getting a round of applause from the class, and then trying to remember to gesture it whenever you use it all year, while also looking at the inventor of the gesture in an approving way each time it is used. Whatever gesture the first period class uses, use that one throughout the day so that there is only one gesture in your mind all day for works. How to do that and still make the other four classes of your day think that they made up the gesture? When you ask each class after first period, which decided the gesture, to show you works, you quickly look to the back of the room to no particular student in particular and say, “Oh, that’s a good one!” and show them the gesture that the first period class decided upon. It’s a trick to keep the verb uniform. Just don’t let the kids figure out that no one back in the back actually suggested it, as they turn around to see whose idea it was. I hope that makes sense.
e. Now you have established meaning. You have said “this means that…”, you have written it on the board, you have gestured it, and now you are ready to personalize it, which is the second part of establishing meaning. Establish meaning in that way. Say “this means that.” Don’t explain any more than that. Whenever you establish meaning, just say “this means that”. That’s all.