Keeping Kids Engaged and Coming Back for More with TPRS ...
Post on 12-Dec-2021
3 Views
Preview:
Transcript
• Emphasizes comprehensible input & repetition
• Focuses on student interest
• Emphasizes comprehensible input & repetition
• Focuses on student interest
TPRS History
Blaine Ray – creator of TPRS• TPR beginnings• Green Bible• TPRS materials – Look, I Can
Talk series• National TPRS Conference –
Las Vegas 2012!
More TPRSers or CI people
• Susan Gross – Madame TPRS• Carol Gaab – Cuentame! series• Jason Fritze – Reading Guru• Karen Rowan – Fluency Fast
Dr. Stephen Krashen• The Natural Approach
– with Tracey Terrell– Input Hypothesis– Net Hypothesis
• Professor emeritus at the University of Southern California
• Linguist, educational researcher, and activist
• My new hero!
How do you peel a banana?
If, in the end, you get to eat the fruit – the ultimate goal –does it really matter how you
peeled the banana?
Three steps of TPRS
• Establish meaning –Makes it comprehensible
• Storytelling–Provides repetition
• Literacy–Provides repetition
Establishing Meaning
• Write targeted words/structures on board
• Translate into English (banana); parse grammar
• Assign a gesture• Personalized Question & Answer
Tell/Ask the Story
• Could come up with my own, but using something from PQA in class is best
• Typical Plot– A problem– Three locations– Last location problem is resolved:
good or bad
Circling• Asking a series of questions about
each statement of the story• Types of Questions:
– Question that gets a “Yes”– Question that gets a “No”(state negative construction)
– Question that asks “either/or”– Question that uses a “question word”
A TPRS lesson
• With real high school students!• A video of me teaching
– My 3rd year of using the method
What year did you think that was?
3 Weeks into Level 1
Reading (Literacy)• Teacher reads out loud for good
pronunciation (banana)• Students translate into English with
teacher help (banana)• Reading teaches grammar better!• Use Circling technique to get
repetitions of vocabulary and structures
LiteracyIl y a un garçon. Il a un problème. Il n’a pas de nombril. Il est triste. Tout le monde le regarde et rit. Le garçon pleure. Il crie « Pourquoi? » Il ne sourit pas. Il va à la lune. Il saute à la lune avec un « jet-pack ». À la lune, il y a une fille. Elle a un nombril. À la lune, il y a beaucoup de nombrils, aussi. La fille lui donne un nombril. Le garçon et la fille sourient.
Grammar• “Pop-ups” in reading and storytelling• Focusing on MEANING
allows students to absorb grammar without being taught
• We shelter vocabulary, not grammar – small context, rich grammar
Constant Evaluation for Comprehension & Engagement
• How does it feel?• Are students with me?• How can I get them back with me?• Humor? Movement? • Placement in the room?
If the students aren’t understanding,they aren’t learning!
Three steps of TPRS
• Establish meaning –Makes it comprehensible
• Storytelling–Provides repetition
• Literacy–Provides repetition
A TPRS Lesson
• 10-? minutes- Gestures & PQA• 20-? minutes- Story• 10-? minutes- Teacher/student retells• 20-? minutes- Reading
• The only rule is CI!(Comprehensible Input)
Acquisition vs. Learning
studyeffortless
understand message
subconscious
feels like nothing is happening know the
rules
conscious practice of structures
understand mechanicsBoth can
improve language
Reflection
Traditionally, what have we seen in a language classroom? How often have we heard “this child can’t learn a foreign language”?
The fact that a student
already speaks a language, means that she is capable of learning another one.
Language is Acoustical
NOT intellectual!
What happens in an acquisition classroom?
Comprehensible input
All children can become fluent this way
– Moms all over the world have a 100% success rate
What happens in a learning classroom?
Drills & practice
Only the best students can become fluent this way
– future language teachers
Can LEARNING produce proficiency?
• Yes, if the students know the RULE• Yes, if the students can focus on
the RULE at the moment of utterance
• But, how many students can do this?
Acquisition•Listening for meaning•Reading for meaning
Learning•Spelling, Grammar•How Language Works•Quick pop-ups based on MEANING, not rules
QUIZ - Is it Acquisition?
• Number from 1-8• Listen to my description of
various teaching strategies and activities
• Answer “Yes” or “No”
Is it Acquisition?
1. Skit2. Retell a story3. Write a paragraph4. Information gap5. Story from pictures6. POV retell7. Speech8. Write a letter
Think about L1
• The average child needs about 2 years of listening input before he can speak in simple sentences
• The average child needs about 2 years of reading input before he can write in simple sentences
To sum it all up: Input produces Output
• Listening to French makes you a better SPEAKER of French
• Reading in French makes you a better WRITER of French
Make a statement!
• Write the statement in the middle of your card (usually in marker)
• Ask it!• Take a pencil and write some ideas
of different questions you could ask• Ask some!• Which question word(s) would work
best here?
Building your Circling Skills1. Make questions out of your statement
and listen for answers
5. Ask for a detail using a question word and then ask questions with that statement
4. State the negative construction3. Add comprehension checks
2. Restate the original phrase after each answer
More advanced question
• Ask a question that requires a positive or negative structure response
• It checks for production preparedness
Okay, I buy it, but . . .• What does it look like?• How do I get started?• What materials should I use?• How do I assess acquisition?• What about homework?• What about my textbook?• How do I “prepare” them for my
colleagues who don’t buy it?
WHAT do I teach?
• Use a TPRS text– Look, I Can Talk series – Blaine Ray– Cuentame Mas series – Carol Gaab
• Use a TPRS novel– Pauvre Anne and others – Blaine Ray– Los Bakers and others – Carol Gaab
• Full year of lesson plans-www.susangrosstprs.com
TPRS Materials
Blaine Ray & Carol Gaab• Student book: illustrations, short
readings, exercises, activities• Teacher’s guide: suggested
structures, grammar, variations• Novels: culture, values, stretch
language ability
TPRS Materials
• Blaine Raywww.blaineraytprs.com• Carol Gaabwww.tprstorytelling.com• Karen Rowanwww.fluencyfast.com
How do I assess?• Identify which picture is being
described• Vocabulary: kids write meaning in
English• Draw what teacher describes• Illustrate a reading passage• Answer questions from a reading
passage• Write a composition
What do I give for homework?
• Draw today’s story• Write today’s story• Draw your own story to tell• Write your own story• Choice model
How do I teach grammar?
• 3rd person singular Sep-Oct• 3rd person plural Oct-Nov-Dec• 1st person singular Jan-Feb• 2nd person singular March• 1st person plural April• 2nd person plural May
How do I teach grammar?You can follow the traditional idea • Present tense in level 1• Past/imperfect in level 2• Future/conditional/subjunctive in
level 3• Subjunctive/pluperfect in level 4• Less vocabulary – more grammar
in context (reading and listening)
What should I do first?
• Pick one class• Teach all classes with the same
story and vocabulary structures –but change the verb tense
• Add another “level” each year
Get Connected!
• www.groups.yahoo.com/group/moretprs• www.moretprs.net• Attend numerous workshops• Get coached• Go to the NTPRS conference in
Las Vegas!
top related