teachforjune's Beginning TPRS® Workshop 2012.
We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.
4. For great support after the workshop is done, join one
(or both) of the following groups:
moreTPRS Listserve
groups.yahoo.com/subscribe/moretprs
tprstalk.com Forum
or email me @
scott@teachforjune.com
For a complete list of real, classroom demos, visit:
vimeo.com/teachforjune
5. How many people
have tried or are using
TPRS® in their classroom?
6. How many of you have
attended a TPRS® Workshop
before?
7. How many of you have
attended more than 1
TPRS® Workshop before?
8. How confident are you
that your students can
speak spontaneously for
30 seconds in the target
language at the end of
the year?
9. Or that your students
could write a 100-word
story in 5 minutes or less?
10. 1 in 4 Americans can
hold a conversation in a
second language.
http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx
11. Insanity is doing the
same thing over and
over again and
expecting different
results.
—Albert Einstein
12. Yet, this is exactly
what 1000s of
world-language
teachers do
everyday and have
done for years.
13. If we truly want our
students to be able to
speak and write at any
level, we must change
the way we teach.
Period.
14. TPRS® is one such change
that has given world-
language teachers across
the globe undeniable
results:
students who could speak
and write the language.
44. TPRS® is a method of second-
language teaching that uses
highly-interactive stories to
provide comprehensible
input and create an
atmosphere of immersion in
the classroom.
78. A boy from China
A boy from China
wants a cat.
wants a cat.
79. A boy from Hong
A boy from Hong
Kong, China wants a
Kong, China wants a
cat.
cat.
80. Ming Jr. from the 3rd
Ming Jr. from the 3rd
street Burger King in
street Burger King in
Hong Kong, China
Hong Kong, China
wants a cat.
wants a cat.
125. läuft
runs
Der Junge läuft schnell.
The boy runs fast.
126. where? what? who?
how? why? when?
German
how which?
much?
how many?
127. es gibt = there is ich brauche = I need
die Katze = the cat ein Freiwilliger = a volunteer
die Maus = the mouse oder = or
sieht an = looks at wir haben = we have
schreit = s/he screams sie/er wohnt = s/he lives
läuft = s/he runs sie/er sagt = s/he says
weil = because
Wie heißt sie/er = What’s his/her name bist du? = are you?
sie/er heißt = his/her name is sie wohnen = they live
schön = pretty Mutti- = mother
häßlich = ugly Vatti- = father
groß = big
klein = small
gut = good
böse = bad
sehr = very
ein bisschen = a little bit
Wie alt ist sie/er? = How old is s/he?
sie/er ist ___ Jahre alt? = s/he is ___ years old
sie/er hat Hunger = s/he has hunger
sie/er hat Angst = s/he has fear
sie/er hat = s/he has
128. Es gibt zwei Mäuschen und eine
Muttimaus. Sie wohnen in einem sehr
großen Haus. Die zwei Mäuschen
essen Käse gern.
129. Sie wollen jetzt Käse essen. Diese zwei
Mäuschen sehen die Muttimaus an und
schreien “Mutti! Wir haben Hunger!
Wir wollen Käse essen. Bitte bring uns
ein bisschen Käse!”
130. Die Muttimaus sieht die zwei
Mäuschen an und sagt ihnen “Okay
meine Kinder. Ich will in der Küche
nach Käse suchen.” Aber in diesem
Moment sehen die zwei Mäuschen
etwas, das ihnen Angst macht.
131. Eine Katze kommt auf sie zu! Es ist
eine sehr große Katze! Sie schreien
“Mutti! Mutti! Es gibt eine sehr große
Katze in unserem Haus! Sie kommt auf
uns zu! Wir haben sehr Angst!”
132. Wenn die Muttimaus das Schreien
ihrer Kinder hört, läuft die Muttimaus
auf die Katze zu und schreit “Wau
Wau!” Wenn die Katze den Schrei der
Muttimaus auf Hund hört, dreht die
Katze sich um und läuft sehr schnell
von dem Haus weg.
133. Wie gut, dass die Muttimaus
zweisprachig ist! An diesem Tag lernen
die zwei Mäuschen, dass es sehr
wichtig ist, mehr als eine Sprache zu
sprechen.
137. language as
ossible in the
Gram
and speak it While the teache
Vocabulary
DO NOT accurately all of
mmar when grammatical foc
o students! If Certain features
Shelter
t hear natural obviously essent
hey are unlikely the first things th
it. one, I used the f
used only to
comprehension Aug - Oct 3r
anslating Nov - Dec 1
Jan - Feb 2n
or to clarify
s quickly as Mar - Apr 1
May 2nd pe
uch as in pop-
At the conclusio
ss story every from the point o
o. Teacher Each point of vi
story on the adjectives; direc
while the entire disjunctive, and
138. language as
ossible in the
Gram
and speak it
Don’t Shelter
DO NOT
While the teache
accurately all of
mmar when
Grammar
grammatical foc
o students! If Certain features
t hear natural obviously essent
hey are unlikely the first things th
it. one, I used the f
used only to
comprehension Aug - Oct 3r
anslating Nov - Dec 1
Jan - Feb 2n
or to clarify
s quickly as Mar - Apr 1
May 2nd pe
uch as in pop-
At the conclusio
ss story every from the point o
o. Teacher Each point of vi
story on the adjectives; direc
while the entire disjunctive, and
164. Directions
Using the “Circling” Template in handout…
1. Write simple statement in target language as follows:
Lisa verb in TL brand name. Lisa isst Lucky Charms.
2. Script your questions around the subject.
3. Script your questions around the verb.
4. Script your questions around the object/compliment.
5. Script your questions around when.
Lisa isst Lucky Charms am Montag.
6. Script your questions around a comparison.
Mark trinkt Pepsi.
165. Group Practice
In your groups, take turns using your
template to practice circling.
At first, read your script in order from
top to bottom.
When you’re comfortable, try
randomizing your questions using
the “thumb” technique.
168. Step 1
Start with a sentence
Elena was a girl.
Talk to the class in past tense.
Ask Elena:
Are you a girl?
Yes, I am a girl.
Yes, you are a girl.
Class, was Elena a girl?
169. Step 2
Add a location
You now have two sentences
Elena was a girl.
She was in Arizona.
Talk to the class in the past.
Talk to your actor in the present.
Verify the details and then talk to the class
Elena, are you in Arizona? etc
Class, was Elena in Arizona? etc
170. Step 3
Add a more specific location
Now you have 3 sentences
Elena was a girl.
She was in Arizona.
She was in Happy Valley, Arizona.
171. Step 4
Add an even more specific location
Elena was a girl.
She was in Arizona.
She was in Happy Valley, AZ.
She was in Panda Express.
172. Step 5
Add a parallel character
Compare and contrast both characters
Elena was a girl in Happy Valley, AZ at
Panda Express.
Susie was a girl in Blaine, MN at Starbucks.
Compre and contrast the two characters
Verify the details with your student actors.
173. llarry
bu a y
oca bu
.. V oca
1 V
1
2 S
2 ttorry
.. S o y
iing
ad ng
Re ad
3.. Re
3
3 Steps of TPRS®
175. If your classes meet every
day or every other day on
the block, you will complete
all 3 steps in one week.
176. If your classes meet
everyday on the block
and you complete 1 year
of instruction in a semester,
you will complete all 3
steps twice, each with a
different story and set of
structures.
255. Lesson Plan
Main Character Background Info
What don’t I know about the character?
Class, there is a boy.
What’s the boy’s name?
How old is the boy?
Where does he live?
What does he look like?
What does he do?
257. You will have approximately
5 minutes to plan out your main
character. You’ll then work in
groups of 3 introducing your main
characters. Each person in your
group will teach for
approximately 10 minutes.
258. Decide whether you will get your details
from interviewing your actor or from the
audience.
Things you’ll want to consider as you
develop your character:
name, age, description, where they live.
Remember to verify details with the actor in
present tense and the audience in past.
267. Lesson Plan
Parallel Character Background Info
What don’t I know about the character?
Class, there is a girl.
What’s the girl’s name?
How old is the girl?
Where does she live?
What does she look like?
What does she do?
Compare & contrast with main character.
269. You will have approximately
5 minutes to plan out your parellel
character. You’ll then work in
groups of 3 introducing your
parallel characters and
comparing and contrasting them
with your main character. Each
person in your group will teach
for approximately 10 minutes.
270. Decide whether you will get your details
from interviewing your actor or from the
audience.
Things you’ll want to consider as you
develop your character:
name, age, description, where they live.
Remember to verify details with the actor in
present tense and the audience in past.
Remeber also to compare & contrast with
main character.
283. Lesson Plan
Storyline with Variables
There was a boy who didn’t like to do his homework. His
mom wanted him to do his homework.
His mom took him to the library to do his homework. It
was too quiet in the library and the boy fell asleep.
His mom sent him to a tutor. The tutor was Angelina
Jolie. The boy fell in love with Angelina and did
anything she said. Angelina told him to do his
homework. He did. Mom was happy.
317. Remember to verify details
with actor in present and
class in past tense
318. Lesson Plan
Plan out Act 3
His mom sent him to a tutor. The tutor was Angelina
Jolie. The boy fell in love with Angelina and did
anything she said. Angelina told him to do his
homework. He did. Mom was happy.
348. You will have 5 minutes to
choose an extended reading
for your book.
You will develop background
info about the main
character and compare &
contrast them with a student
in your class.
349. In groups of 3, practice
developing background info of
the main character of your story.
Compare & contrast with
student.
You will have 10 minutes to
teach.
380. You will have 5 minutes to
choose one structure to point
out from your extended
reading.
Highlight all examples of this
structure in your reading.
381. In groups of 3, practice
reading your extended reading.
Follow the 3 steps of reading:
teacher reads
students translate
ask questions in target language
You will have 10 minutes to
teach.
401. In groups of 3, practice
reading your novel.
Follow the 3 steps of reading.
Add details to the story.
Add student as parallel character.
You will have 10 minutes to teach.