Un Regalo Especial

Los Diablitos Amorosos

In a TPRS class, the teacher introduces a small core set of focus verb phrases to students. After making certain the student(s) understand(s) the meaning of the verb phrase (written translation, gesture, picture, etc.), the teacher asks customized or personalized questions of the students in the Target Language so that

  • the phrase is heard many times in context,
  • students understand the meaning more profoundly from being used in context,
  • ideas start to bubble up from the students’ comments during the questioning which can be incorporated in a story.

The teacher writes the phrases on the board, with the translation on the side, so the teacher can point to the phrase while saying it and point to the translation to insure the student understands what is going on. That process helps to slow the teacher down–an important key–so she doesn’t lose her students with too much input too quickly presented.

The story-asking process happens after the teacher senses the verb phrases have begun “to be heard/distinguished aurally” and “understood” by the students in this customized/personalized give and take conversation. More on that at another time.

One of my students is a woman of seventy-five years. She has lived here in México for a several years and really wants to take part more in the Mexican life of the town. She took a traditional language class before coming to me. It was a painful experience for her because of the amount of memorization required of vocabulary and verb conjugations. She hated going to class and eventually quit. She believed, as most do after these kinds of experiences, that she was “dumb” and not able to learn another language. Of course, the irony is: she is a fully bilingual English and French speaker from Canada. Hmm.

The following is a story we co-created. I will attach the text with verb phrases/translations and an audio link. My students create the stories in class. I write a comprehensible, repetitive, reading based on our work and send it to them along with an audio recording of the story. They read the story while listening to several times to the recording and then just listen to the recording alone. This has turned out to be HUGE (need to stop watching tv).

This particular student usually likes to be the main character in the stories we have co-created. We have a whole series of fantasy stories about her character opposite the handsome bartender in town, a famous crooner, and/or her sweet husband. Another character, a famous and rather arrogant songstress, has entered the series lately. In the following story, my student decides she doesn’t want to deal with the bartender anymore. He and the singer solve a personal health crisis together. 😀

Here is the audio link which goes along with the text:
https://clyp.it/4vrtqezd

The story is called: Un Regalo Especial
It’s a tad violent at the beginning and a tad sexy at the end.

Un Regalo Especial

Lo siento mucho por su pierna                                                                                 I’m so sorry about your leg

¿Tiene mucho dolor?                                                                                                  Do you have a lot of pain?

Tengo mucho dolor.                                                                                                    I have a lot of pain.

¿Cómo sigue la pierna?                                                                                 How’s the leg doing/progressing?

Le tengo un regalo.                                                                                                     I have a present for you.

Rina está furiosa con el cantinero. Rina le grita y le pega. Rina le pega muy fuerte en la pierna y se va a su casa.

El cantinero tiene mucho dolor en la pierna. El cantinero llora porque tiene mucho dolor en la pierna y porque Rina está furiosa con él (with him).

El cantinero le llama a Rina por teléfono. El cantinero le dice, “Hola Rina.” Rina no le dice nada al cantinero. Rina le cuelga el teléfono.

El cantinero ya no llora más. Le llama a su otra amiga, Eugenia. Eugenia no le cuelga el teléfono. Eugenia le pregunta, <<Cantinero, ¿Cómo está?>>

El cantinero le dice, <<Estoy muy mal. Rina me pegó muy fuerte en la pierna.>>

Eugenia le dice, <<Ay, lo siento mucho por su pierna. Pobrecito. ¿Tiene mucho dolor?>>

El cantinero le responde, <<Sí, Eugenia, <<Tengo mucho, mucho dolor.>>

Eugenia corre rapidamente a la casa del cantinero con una botella de vino tinto y dos copas. Toca la puerta. El cantinero no abre la puerta. El cantinero grita, <<¡Abre la puerta, Eugenia!>> Eugenia abre la puerta y busca al cantinero. No está en la silla. No está en el sofá. El cantinero está en la cama. Eugenia camina muy sexy a la cama y se sienta en la cama con él.

Eugenia le pregunta, <<¿Cómo sigue la pierna? ¿Tiene mucho dolor?>>

El cantinero le responde, <<Sí, Eugenia. Tengo mucho, mucho dolor.>>
Eugenia besa la pierna del cantinero una vez (one time).

Eugenia le pregunta al cantinero, <<¿Y ahora? ¿Cómo sigue la pierna?>>

El cantinero le responde, <<Ay, ay, ay. Tengo mucho, mucho dolor.>>

Eugenia le besa la pierna 10 veces (times). El cantinero está muy contento. Eugenia le pregunta, <<¿Y ahora? ¿Cómo sigue la pierna? ¿Tiene dolor?>>

<<Sí, Eugenia. Tengo mucho dolor.>> Eugenia le besa la pierna 100 veces. El cantinero está supercontento.

Eugenia le pregunta una vez más, <<¿Tiene dolor ahora?>>

El cantinero le responde, <<No, ya no tengo dolor, Eugenia. Ahora, estoy muy bien.>>

Eugenia está muy feliz y le dice al cantinero, <<Mi amor, le tengo un regalo muy especial. ¿Quiere mi regalo ahora?>>

El cantinero le dice a Eugenia, <<Sí, mi amor. Yo también le tengo un regalo muy especial. ¿Quiere mi regalo?>>


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