Here is what we currently have regarding the 4 different sections of the application in regard to lessons. You can think of this as the written style of the visual overview of the application. This has the details of our exercises, as well as blue highlights on what still needs to be videotaped and notes with questions we have asked ourselves.

It seems that the more development we do, the more questions we generate about further development . . . oh well . . . all in the name of progress . . .

e-Kaqchikel Exercises: updated 7/5/05


student sees opening preferences in English or Spanish AND Kaqchikel

can turn off the English/Spanish captioning and only see Kaqchikel

instructions for each exercise in Eng/Spa

Instructions should include real Mayan names of teachers, in context. Example: “Te Ixe and Ix’ey have come home from the market.”

Exercises for first level are initially linear; student must listen through and do a certain number of exercises in order before moving to 2nd level. Second level exercises can be done in any order.

For Second level exercises: Directions should suggest that student listen to the dialogue again.

Use “utz” (good) and “xsach” (it became lost) for the “good, you got it right” and “no, try again” responses with visual cues

Resources Section: should include

-glossary: how should we develop it? Can it also be a standalone? How much of it will also include audio files (certain words or types of words?)

-information on the summer course in Guate

-sources to learn more

-site links

As the user goes through the exercises, s/he collects ‘tokens’, such as corn in a basket. This fills up as user completes each exercise.

Each of the main four sections should have a title as well as an icon.


Highlighted text indicates that we still need video

We will also need LOTS of stills for sections B, C, D (multiple still shots of individual fruits, vegetables, corn, eggs, clothing items, coins, thread, ceremonial candles, cigars, chocolate and other ceremonial items, etc. )

We will also need audio; do these in Fall ’05 at Tulane.


Shots/Video of singular color item with someone naming color

Shots/Video of singular clothing item with someone naming the item


-David’s idea on the shooting video of speaker who is “listening” (“noodling”); waiting for reply; to use for loops

Glossary – Marie does Food & Textiles; Val is doing Greetings and Numbers/Money

Val will get from Walter: complete vocabulary for foods, clothing

Will we stop the student who gets an exercise wrong? Redirect to redo the lesson?

  1. Greetings (Morning, Afternoon, Evening): La utz awach?

First Level Exercises: all 4 of the first level exercises will be repeated for each of the morning/afternoon/evening dialogues for a total of 12

1. Listens to /views dialogues (3 total - morning, afternoon, evening)

2. Choose correct response to a given dialogue line

  • Student hears opening line and sees video; may turn kaqchikel captioning on/off
  • Student has choice of two completions and has to choose correct response (listens to and views written choices)

Example: “Good Morning”. 

Student chooses:  a. “Thank you. Goodbye” or  b. “Good Morning. How are you?”

3. Repeat native speaker line

  • Student repeats a line spoken by native speaker;
  • records and plays back;
  • compares recording to native speaker using visual sound waves of both.

4. Full dialogue interaction

  • Student chooses first or second speaker role to practice entire dialogue;
  • records self;
  • listens to other half;
  • checks correct responses.

Example:  Student chooses first speaker role: 

Says and records self: “Good Morning”, clicks response to hear “Good morning to you”, says and records: “How are you?” Click response to hear “Fine thank you”, etc.  When complete, they hear the entire dialogue with own voice interspersed with native speaker voice. Then can listen to correct native speaker dialogue in entirety.

Second Level Exercises: (MUST have completed all morning, afternoon and evening first level exercises at least once before moving to these.)[MC1] 

1. Identify time of day based on dialogue

·      Student listens to randomly given dialogues. Identifies whether dialogue is a. morning b. afternoon c. evening. (1-3 of these)

2. Yes-No (listening) Response

·      Student listens to several 2-line dialogues and answers whether the response line is right or wrong

Example: Greeting: Good Morning

                 Reply: Good Evening

                 Answer: Not correct

3. Choose Correct Response

·      Morning, afternoon and evening dialogues of varying length are mixed and randomly given. (3-5 of these, can be short one-liners or multiple lines given)

·      Student chooses correct response to given line(s).

Example: “Good Afternoon. How are you?”  Reply is a. “Good afternoon. I’m fine, thank you.” or b. Good morning. I’m fine, thank you.” (listen and view choices; also captioning for response choices)

4. Record Response

  • Student hears a one-line prompt that is from morning, afternoon, or evening dialogue (mixed randomly).
  • Student records response.
  • Clicks to hear correct response form native speaker.
  • Clicks to listen to own recorded response to compare.

B. Food – Introduction of Fruits, Vegetables (including corn), and Meat/Dairy/Fish + pronouns this and that

Title: What do you have with you? Or Achi ke ru pi? (What is that called?)

First level exercises: (for each subsection of foods)

1. Listens to /views dialogue videos (3 total - fruits; vegetables; meat/fish/dairy and tortillas)

Dialogue Example:
1. Hello, how are you?
2.  Good how are you?
1.  Very good, what do you have with you?
2.  I have …
(Woman 2 pulls out food – I have …[names foods individually]
1. Oh you have.. (either repeat item name or I like ____)
2.  Very good. Goodbye
1. Goodbye.

2. Learn food vocabulary with native speaker

(3 video clips of teacher naming foods in groups – fruit, vegetables, meat/fish/dairy/tortillas; no more than 8 to 10 items in any vocab sub-group)

Dialogue Example:
Two people at market table.

  1. “What’s this/that called?” //Achi ke ru pi?/
  2. That is a tomato.”/Tomate ru pi
  3. Oh, that is a tomato. What is that called (diff’t item)?
  4. That’s a cucumber.
  5. So, that is a cucumber and that is a tomato., etc. up to 8-10 items max.

3. Is it a fruit or a vegetable?

  • Put the item in the correct food stand – fruit or vegetable
  • Student sees fruit or vegetable and hears name of same.
  • Categorizes into one of two market stands – one with fruits and one with vegetables.

Note: This is a culturally/linguistically significant issue, as the fruits and vegetables are categorized based on growing on the ground versus growing on a tree. The words – “ruwach ché”  for fruit and “ruwach ichaj” for vegetables. This will be one of those side bar items to include as a “culture item”

For the next three exercises, whenever the student chooses a wrong answer, the video clip of the native speaker showing and naming the correct item should come up for review. Ex. “Cucumber. This is a cucumber.”

4. Choose the correct picture from the given word

Instructions given: “You will hear a word. Click the picture that shows the word.” 

  • Four photos are displayed.
  • Student can click to rehear word.
  • Student chooses correct picture.

5. Choose the correct word for the given picture

Instructions given: “You will see a picture and hear 3 words. Choose the word that names the picture.”

  • Student sees one photo.
  • Student hears three given words and sees corresponding word on screen. Student must click on the correct word for the photo.

6. Name the item in the picture

Directions: “Click the record button to name the food item that you see.”

  • Student sees item.
  • Records own voice naming item.
  • Clicks answer button which states “You said (student recording). The item is (native speaker says word).”
  • Compares own answer to answer given

6.  Call and response with pronoun and verb

Listen to the dialogue again. 

Respond to the questions/statements based on the given responses in the dialogue

a.  Student listens to a phrase

b.  Responds to phrase by recording answer

c.  Listens to correct/native speaker response and compares


Second Level Exercises:

Student/user uses vocabulary and structures introduced in dialogue.

The exercises have the same structure as first level exercises, but the three subsections’ vocabularies are mixed and randomly given. (Multiple still shots of food items in different number groupings.)

These exercises do not have to be done sequentially.

  1. Counting /Money /Bargaining:


First Level Exercises: these need to be done in the order of

a. counting b. money c. bargaining

1.    Listens to/views dialogue videos

a. Counting Objects Monologue: counting tortillas

“How many?” counting up to 20; basket of tortillas with 20 tortillas; Person counts and shows the tortillas on a table and puts them in a basket

b. Counting Money with B’eleje Ey (video of him counting money/exchanging coins for bills, etc. in base 20)

We still need Beleje Ey naming the money, “This is a quetzal.”  As an intro to counting money video already shot. Will we need to do the entire shoot over?

Directions: listen to and repeat the counting with the video.

Student repeats counting with the video. (There should be a pause button, like a vcr, and play button. The video will be chopped into segments, where the student can start/stop anytime. Also restart when student wants to, choosing to begin at 0, 5, 10, or 15. This video practice should be available from anywhere in this section.)

c. Bargaining Dialogue: (Will probably have women doing the dialogue but vendor could be male and buyer female.) WE NEED TO REMEMBER TO HAVE THEM USE THE HAND GESTURES FOR “too high” and “lower the price”.

Woman1: How much is it (holding an item)?
Woman2: It’s ___ quetzales.
Woman1: That’s too much. Lower it.
Woman2: O.K. _____ quetzales.
Woman1: O.K. 1,2,3,4…. quetzales.
Woman2: Thank you.
Woman1: Thank you.

3.    Simulation of shell (0), bean (1), stick (5) game


4.  How Many?

·      Student sees number of items (fruit, vegetable, other food items, chicks, etc.)

·      Hears native speaker state four numbers (on screen, number words appear when number is spoken)

·      Student must choose the correct number word.


5. Say how many

  • Student sees picture of multiple items and sees/hears "How many?"
  • Records own response of number word
  • Listens to correct answer (native speaker)
  • Compares own answer to given answer (“Did you say___?)

Second Level Exercises:

1.  Number/Items Identification

  • Student sees four pictures of same item in different number groupings
  • Hears native speaker make statement naming number of items
  • Must choose box which represents statement

Example: drawings or photos of 2 lemons, 6 lemons, 1 lemon, 0 lemon

Student hears speaker state, “6 lemons” and must choose the correct drawing/photo

2.  Go to the Market (animation)

  • Student listens to native speaker give random commands of “put X objects” into the basket. (includes all first level vocabulary from all exercise sections)
  • Clicks on image when task is complete.
  • Gets audio/visual response that tells if right or wrong
  • Continues until bag is full.

Example: “Put 3 pineapples in the basket” and must drag and drop 3 pineapples in basket. Student clicks on image of the shopper to indicate s/he is done. Here’s either “utz” or “manaj ”, or something equivalent.

D.  Clothing/Textiles/Colors:

First Level Exercises:

1.    Listens to/views dialogue video

Dialogue Example:
Buyer: What is that?
Vendor: This? This is thread.
Buyer: Oh, that is thread. Thank you.
             I want thread. I want (red) thread. Is there (red) thread?
Vendor: Yes, there is (red) thread. This is (red) thread.
Buyer: Thank you. Is there (blue) red? I want blue thread.
Vendor: Yes, there is (blue) thread. This is (blue) thread.
Buyer: Thank you. Is there (green) thread? I want green thread too.
Vendor: Yes, there is green thread …

- Continue with yellow, orange, purple, black, white, pink, brown

2. Learn the colors with native speaker (video of male teachers naming colors using candles. This should be a similar format to the counting video with B’eleje Ey)

Directions tell student to listen and repeat the colors with the video. Student repeats colors with the video. (There should be a pause button, like a vcr, and play button. The video will be chopped into segments, where the student can start/stop anytime. Also restart when student wants to, choosing to begin at any color. This video practice should be available from anywhere in this section.)

Clothing Dialogue: Title:“What does a man/woman wear?”;
Woman: “This is NAME. He is a man. He wears a shirt”
Man: “shirt” (touching/pointing to his shirt)
Woman: “This is NAME. He is a man. He wears pants”
Man: “pants” (touching/pointing to his pants)

REPEAT with hat, belt, sandals, sherka.


Man: This is Ix NAME. She is a woman. She wears…

(blouse, skirt, sash, bag, sandals, etc.)

3.  Identify spoken color word

  • Student sees multiple choices of single-color items.
  • Hears one color name spoken by native speaker.  (repeatable)
  • Student clicks the item of the color heard

4. Yes-No (listening) Response

·      Student listens to color word and then sees a color choice; and answers whether the color choice shown is right or wrong

Example: Is there red thread?

                 Shown: red thread

                  Answer: Correct

5. Say the color name

  • Student sees one clothing item of single color. Directions are to say the color name.
  • Records voice saying color name
  • Clicks answer button to hear correct answer.
  • Compares own answer to answer given


naming basic articles of clothing and showing same.

ANOTHER IDEA: animation: student picks up various color threads and “puts them into” a loom to “make their own huipil/article of clothing[MC5] ”.

Second Level Exercises: (Do we want a second level dialogue?)

1. What is this (pointing)? (see and choose mixed clothing/color items)

  • Student sees multiple choices of clothing items of various colors.
  • Hears one item name spoken by native speaker.
  • Student clicks on picture of the item named.

Example: four pictures of red blouse, blue pants, blue thread, yellow shirt, hears “blue pants”, and must choose.

//The idea here is that we are mixing up both color and clothing vocabulary

2.    What is this (speaking)? (see and say mixed clothing/color items)

  • Student sees a variety of clothing items of various colors
  • Student hears/sees a command to name an item (either color or clothing, mixed)
  • Records voice to answer
  • Clicks answer button to hear correct answer.
  • Compares own answer to answer given

Example: Student sees four pictures of red blouse, blue pants, blue thread, yellow shirt. Hears the command, “Say the name of the yellow clothing”, and must say “shirt”. OR/AND

Student sees four pictures of red blouse, blue pants, blue thread, yellow shirt, and hears the command, “Say the color of the blouse” and must say “red”.

3. Market/Shopping activity or loom animation activity

We need to make this both interactive and at a more advanced level of exercise. Can it include speaking/recording/checking against native speaker?…IDEAS HERE…

 [MC1]will this be self-regulated or will there be a check mark once student completes first level of each morning, afternoon, evening?

 [MC2]Are we going to include this one?? We have many here..

 [MC3]In exercise 6, the student should listen to/record the vocabulary in short phrases mirroring the dialogue. Ex. “I have a_____”. “You have a ____.” Or “That is a ____.” “This is a ____.”Basically, a call and response with pronouns and verbs. Correct response is then clicked on to confirm.

 [MC4]We need to learn this, play it and then make a game of our own with it. Perhaps a bingo-type game, which is what they use in Oxlajuj Aj. Photos of the shells, beans and sticks in different groupings 0-19/20?

 [MC5]Talk with David about this. How can we make this more advanced/2nd level exercise?