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 confident are you
that your students can
speak spontaneously for
30 seconds in the target
language at the end of
the year?
6. Or that your students
could write a 100-word
story in 5 minutes or less?
7. 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
8. Insanity is doing the
same thing over and
over again and
expecting different
results.
—Albert Einstein
9. Yet, this is exactly
what 1000s of
world-language
teachers do
everyday and have
done for years.
10. If we truly want our
students to be able to
speak and write at any
level, we must change
the way we teach.
Period.
11. TPRS® is one such change
that has given world-
language teachers across
the globe undeniable
results:
students who could speak
and write the language.
29. läuft
runs
Der Junge läuft schnell.
The boy runs fast.
30. where? what? who?
how? why? when?
German
how which?
much?
how many?
31. Es gibt zwei Mäuschen und eine
Muttimaus. Sie wohnen in einem sehr
großen Haus. Die zwei Mäuschen
essen Käse gern.
32. 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!”
33. 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.
34. 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!”
35. 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.
36. 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.
67. 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.
99. Text
We have 30 seconds to
repeat something before it is
forgotten.
100. Text
People usually forget 90% of
what they learn in a class within
30 days.
101. Text
One could increase the life
span of a memory simply by
repeating the information in
timed intervals.
102. Text
Information is remembered best
when it is elaborate,
meaningful, and contextual.
Medina,
John.
Brain
Rules.
Sea4le:
Pear
Press,
2008.
p.
100.
111. 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
112. 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
145. 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.
146. 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.
170. A boy from China
A boy from China
wants a cat.
wants a cat.
171. A boy from Hong
A boy from Hong
Kong, China wants a
Kong, China wants a
cat.
cat.
172. 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.
200. If your classes meet every
day or every other day on
the block, you will complete
all 3 steps in one week.
201. 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.
262. 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?
270. 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.
272. Story Practice
Choose one structure that would teach in
your classroom. Create a main and parallel
character that incorporates this structure.
You will develop and script Monday’s lesson
based on these characters.
273. Step 1
You will start the story using your structures.
Point to the words when you say them and go slowly.
Introduce the main character and choose student
actor—add details about him/her by asking questions.
Verify details with actor (present tense) and audience
(past tense)
Add details about where he/she was—3 levels of
specificity: state, city, location.
274. Step 2
You will continue the story using your structures.
Point to the words when you say them and go slowly.
Introduce the parallel character and choose student
actor—add details about him/her by asking questions.
Verify details with actor (present tense) and audience
(past tense)
Add details about where he/she was—3 levels of
specificity: state, city, location.
287. 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.
304. Story Practice
Using your structure and main character,
create a storyline with 3 acts.
Script out “act 1” of your lesson.
Remember to identify possible variables in
the storyline.
305. Step 3
You will introduce the problem.
Start by reviewing the facts already established.
Script out your questions relating to the problem setup.
Verify all details with actors in present tense and with
audience in past tense.
313. Remember to verify details
with actor in present and
class in past tense
314. Lesson Plan
Script out story pertaining to location 2
His mom took him to the library to do his homework. It
was too quiet in the library and the boy fell asleep.
316. Story Practice
Script out “act 2” of your lesson.
Remember to identify possible variables in
the storyline.
317. Step 4
You will attempt to solve the problem unsuccessfully.
Start by reviewing the facts already established.
Have the main character go somewhere to attempt to
solve their problem.
Use dialogue. Tell the audience what the character
said and then have the actor say it.
Verify all details with actors in present tense and with
audience in past tense.
325. Remember to verify details
with actor in present and
class in past tense
326. Lesson Plan
Script out story regarding location 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.
328. Story Practice
Script out “act 3” of your lesson.
Remember to identify possible variables in
the storyline.
329. Step 5
You will solve the problem.
Start by reviewing the facts already established.
Have the main character go somewhere to finally solve
their problem.
Use dialogue. Tell the audience what the character
said and then have the actor say it.
Verify all details with actors in present tense and with
audience in past tense.