Okay, so now you know what’s happening inside your students’ heads when they encounter input. They’re going for meaning first. They’re skipping redundant forms. They’re assuming the first noun is the subject. They’re doing exactly what efficient language processors do.

The question is: what do you actually do with that information?

That’s what Structured Input activities are for. This post is about what they are, how to build them, and what to watch out for when you do.

The Gaslight: “SI Activities Are Just Fancy Grammar Drills”

They’re not. And this distinction matters, because if you design them like grammar drills, they won’t work the way they’re supposed to.

A grammar drill asks students to produce or identify a form. Write the correct conjugation. Circle the past tense verb. The focus is on the form itself, and meaning is optional or beside the point.

A Structured Input activity asks students to process meaning in a way that requires them to attend to form. The form is the tool, not the target. Students aren’t thinking “what’s the verb ending here?” They’re thinking “did this happen to the hippos or to the manatee?” and the only way to answer correctly is to pay attention to the form. That’s the whole design principle.

The Gatekeep: Referential and Affective Activities

There are two types of Structured Input activities, and you need both.

Referential activities refer to content that has a right or wrong answer. Students have to process the form accurately to respond correctly. These are great for anchoring form-meaning connections to something concrete and checkable.

Affective activities are personal. There’s no right or wrong answer, just different answers for different people. These move students from processing the form in context to connecting it to their own lives and opinions, which is where things get genuinely interesting.

Here’s what this looks like in practice. In my Spanish 4 unit La convivencia con animales, students read about real human-animal conflict stories: capybaras invading a gated community in Argentina, hippos disrupting ecosystems in Colombia, river dolphins threatened by invasive species, monkeys electrocuted on power lines in Costa Rica. The whole unit is content-rich, and the target structure throughout is the imperfect subjunctive in si clauses.

A referential activity from the workbook asks students to choose the correct verb from two options to complete a conditional sentence about one of the animals. For example: Si los científicos no (desplazaran / monitorearan) a la población del lince, no sabrían que se había recuperado. To answer correctly, students can’t just look at the endings. They have to understand what scientists actually do with a population, and what would happen if they didn’t. Content knowledge and form processing are doing the work together. There are correct answers, and students have to understand to get them.

An affective activity from the same unit asks students to respond personally. Si yo pudiera tener cualquier animal como mascota, ¿tendría un animal exótico como un mono o un carpincho? Mark yes or no. No right answer. But students have to process the imperfect subjunctive to understand what’s being asked, and their responses naturally lead into the Paso 2 follow-up, where they compare answers with a partner and find out who else would adopt an endangered animal if they could.

The referential activity builds the connection. The affective activity makes it personal and opens the door to real conversation.

(FYI: A full downloadable version of the convivencia unit is coming soon, with all the SI activities, reading texts, and a teacher guide. Stay tuned!)

The Girlboss: Tips for Building Your Own

These come from Common Ground (Henshaw and Hawkins), a presentation by Florencia Henshaw at ACTFL on how to transform grammar drills to SI Activities from Farley’s Structured Input, and from actually building and using these activities in class. Fair warning: I’ve made some of these mistakes myself.

Same verb, different forms. One of the most useful design moves is to use the same verb root but vary the form across items, so students have to process what each form is doing. In the convivencia unit, students see desapareciera, desaparecerían, and desapareció across different activities, all in meaningful context. They’re not drilling conjugation tables. They’re figuring out what each form means in a real sentence, and the contrast between them is doing the teaching.

Same form, different verbs. On the flip side, using multiple different verbs in the same form helps students generalize the pattern rather than memorizing one word. If every si clause in your activity uses tuviera, students might learn tuvierawithout actually acquiring the subjunctive. Vary the verbs, keep the form consistent, and you’re giving students a richer picture of how the form works.

Every activity needs a communicative follow-up. This is non-negotiable. Every single activity in the convivencia workbook has a Paso 2 that asks students to discuss, debate, compare, or defend. ¿Cuál de estas situaciones te parece más urgente? Prepárense para defender su número 1 a la clase. The Paso 2 is where the acquisition actually deepens, because students have to produce and process the form again in a context that matters to them. If you build an SI activity without a communicative follow-up, you’ve done half the job. The follow-up is not optional.

Focus on one form at a time. Just one. The whole point is to give students a reason to attend to a specific form. If you’re asking them to juggle three different things at once you’ve lost the thread.

Keep meaning in the center. If a student could complete your activity by scanning for verb endings and ignoring the content, it’s not an SI activity. It’s a grammar drill with extra steps. Students should have to understand what the sentence actually means to respond correctly.

Make the input bimodal. Students should both hear and read the language. Not complicated, just important.

Go back to the principles from Part 1. Before you finalize an activity, sit down and do it as if you were a learner. Are you accidentally giving away the answer with a time expression? Is the form buried in the middle of a long sentence? Is there too much new vocabulary competing for attention? If something makes the form redundant or invisible, redesign that item.

Make sure everything is grammatically accurate. Students should never encounter a form that wouldn’t exist in the language. Everything in the input should be something a native speaker could actually say.

One last thing worth saying: SI activities are a tool, not a method. They’re not meant to replace storytelling, reading, conversation, or any of the other things you’re already doing. They’re designed to do something specific that those other activities don’t always do on their own, which is create a moment where students have to attend to form in order to get the meaning. Use them for that, and don’t ask them to do more than that.

Next up: Part 3, SI in a Real Classroom. What I actually tried, what worked, what I’d change, and how I’ve started thinking about SI beyond discrete activities and into the bigger shape of a unit.

My Take: From Input Processing Theory to…