ALTERNATIVE WAYS OF STARTING A LANGUAGE  COURSE <ul><li>What are group-formation activities? </li></ul><ul><li>Are activit...
WHAT IS THE RELEVANCE OF GROUP FORMATION ACTIVITIES? <ul><li>Lower the affective barriers therefore learning is easier. </...
BUILDING UP A TEACHING SEQUENCE <ul><li>Group dynamics activities. </li></ul><ul><li>Introducing new vocabulary   </li></u...
Building… <ul><li>Participation in a TPR activity. </li></ul><ul><li>Telling a story   </li></ul><ul><li>Reading tasks pup...
TPR  <ul><li>Explanation / Introduction   </li></ul><ul><li>Tell the sts they are going to do a TPR task.Confirm that the ...
TPR <ul><li>Controlled Practice 1 </li></ul><ul><li>Say the text once more, demonstrating the asociated actions as you spe...
TPR <ul><li>Controlled Practice 2 </li></ul><ul><li>Say the text once without demonstrating the associated actions as you ...
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Tprgroup

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Teaching children

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Transcript of "Tprgroup"

  1. 1. ALTERNATIVE WAYS OF STARTING A LANGUAGE COURSE <ul><li>What are group-formation activities? </li></ul><ul><li>Are activities that require, for example, the individuals within the group to work co-operatively, to act together, to support each other, to make physical contact with each other, to lend and receive trust –in highly enjoyable, non- competitive situations. </li></ul>
  2. 2. WHAT IS THE RELEVANCE OF GROUP FORMATION ACTIVITIES? <ul><li>Lower the affective barriers therefore learning is easier. </li></ul><ul><li>When learners feel relaxed then learners gain confidence to lend and receive support from peers, to take risks with new language in front of the class. </li></ul><ul><li>Supportive atmosphere may led towards more co-operative work. </li></ul><ul><li>Build up support and trust as a course progresses. </li></ul><ul><li>Individuals within the class gain the confidence to take risks. </li></ul><ul><li>Group formation activities within any learning community needs continual reinforcement, and lead to a positive learning environment. </li></ul>
  3. 3. BUILDING UP A TEACHING SEQUENCE <ul><li>Group dynamics activities. </li></ul><ul><li>Introducing new vocabulary </li></ul><ul><li>Hands-on experience of topic-based group-dynamics. Ex: games, songs, tongue twisters, rhymes. </li></ul><ul><li>Presentation techniques for teaching new words to children. </li></ul>
  4. 4. Building… <ul><li>Participation in a TPR activity. </li></ul><ul><li>Telling a story </li></ul><ul><li>Reading tasks puppets </li></ul><ul><li>Playing Bingo </li></ul><ul><li>Using ¨key¨ vocabulary </li></ul><ul><li>The concept of topic-based TPR. </li></ul><ul><li>Storytelling , different techniques </li></ul><ul><li>Linking all the activities (including language focus to a theme/topic) </li></ul><ul><li>Topic-based word games </li></ul>
  5. 5. TPR <ul><li>Explanation / Introduction </li></ul><ul><li>Tell the sts they are going to do a TPR task.Confirm that the language involved is relevant to the story you will be telling. </li></ul><ul><li>Presentation </li></ul><ul><li>Read out the text once through without stopping,demonstrating actions with gesture and mime as you say the text. </li></ul><ul><li>Students watch and listen only. </li></ul>
  6. 6. TPR <ul><li>Controlled Practice 1 </li></ul><ul><li>Say the text once more, demonstrating the asociated actions as you speak. Stop after each sentence. A leader of each group repeats the sentence and/or does the actions, the rest of the sts do the actions without speaking. </li></ul>
  7. 7. TPR <ul><li>Controlled Practice 2 </li></ul><ul><li>Say the text once without demonstrating the associated actions as you speak. Stop after each sentence. A leader of each group repeats the sentence and / or does the actions, the rest of the sts do the actions and repeat the sentence. </li></ul>
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