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Tprs in the chinese classroom
- 1. Tracy Pi 孟廣平 ©Techman 2013 TPRSWorkshop Massapequa Berner Middle & High School Massapequa, New York Long Island (c)TracyPi,NYUProjectDCLTForum
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- 4. STEPHEN KRASHEN SAYS: INPUT + 1 “We acquire language when we understand what we hear and read, when we understand what people are saying to us, not how they say it.” STUDYING GRAMMAR SUCKS “Consciously learned rules have very limited functions: We use them to edit what we say and write, but this is hard to do, and sometimes they can help make input comprehensible, but this is rare.” (c)TracyPi,NYUProjectDCLTForum
- 5. STEPHEN KRASHEN SAYS: INPUT BEFORE OUTPUT “We do not acquire language by producing it; only by understanding it.” YOU SEE, OUTPUT COMES AFTER INPUT “The ability to produce is the result of language acquisition, not the cause.” IMMERSION STARTS AT HOME/CLASS “Even if you live in the country where the language is spoken, it is hard to get comprehensible input from the “outside world”, especially if you are an adult.” (c)TracyPi,NYUProjectDCLTForum
- 6. STEPHEN KRASHEN SAYS: LANGUAGE LEARNING HAS TO BE FUN “Language acquisition proceeds best when the input is not just comprehensible, but really interesting, even compelling; so interesting that you forget you are listening to or reading another language.” Study shows that human beings are drawn to stories. The best way to acquire/learn is through storytelling/reading. (c)TracyPi,NYUProjectDCLTForum
- 7. TPRS •TPR Storytelling isa method for teaching foreign languages that was invented by Blaine Ray, a Spanish teacher in Bakersfield, California, in 1990. Blaine Ray •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. •90% Target Language Questions & Logic Words.pptx •If we truly want our students to be able to speak and write at any level, we must change the way we teach. (c)TracyPi,NYUProjectDCLTForum
- 8. INPUT SHOULD BE COMPREHENSIBLE理解 COMPELLING 引人注目 CONTEXTUALIZED 语境
- 9. TPRS SEQUENCE Establishmeaning - translation - gestures(TPR)TPR Command pictures, realia - P(ersonalized) Q(uestions) and A(nswers) PQA Ask a story/Create a story -Comprehension Check Quiz Read and discuss/reading activity Embedded Reading or Cultural Reading reading activity Assessment
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- 11. THREE SKILLS TOMAKE IT ALL WORK 1.Pausing and Pointing 2.Slow 3.Circling (c)TracyPi,NYUProjectDCLTForum
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- 13. Courtesy of RobWilliams 1. 4. 2. 3. 6. 5. (c)TracyPi,NYUProjectDCLTForum
- 14. Circling 1. Statement 2. Question 3.Either/or 4. Negative 5. 3 for 1 6. What/Who/When/ Where/Why 7. Ask/Continue a detail 1 4 2 3 6 5 (c)TracyPi,NYUProjectDCLTForum
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- 16. Circling •Negative--同学们，有 一个男孩子，对吗？ 【You add:对的，有一 个女孩子，没有一个男 孩子！】 •3 for1--有一只猴子， 对吗？ 【You add:对的，有一 个女孩子，没有一个男 孩子！】 1 4 2 3 6 5 (c)TracyPi,NYUProjectDCLTForum
- 17. Circling •Who --有一个谁？ 【You add:对的，有 一个女孩子！】 •Howmany?--有一个 还是两个女孩子？ 【You add:对的，有 一个女孩子，没有两 个女孩子！】 •Ask a detail--女孩子 叫什么名字？ 1 4 2 3 6 5 (c)TracyPi,NYUProjectDCLTForum
- 18. SUBJECT + VERB+ ANYTHING ELSE 1. First, you circle the subject 2. Second, you circle the verb. 3. Third, you circle “Anything Else”.
- 19. SUBJECT + VERB+ ANYTHING ELSE 练习 Mary有一只小猪！【Rejoinder--真的！】 Jack 用脚趾头写字！【Rejoinder--太棒了！】 Tom 喜欢喝啤酒！【Rejoinder--不太好吧！】
- 20. SUBJECT + VERB+ ANYTHING ELSE 练习 On Your own Create a sentence and tell us what you are going circle
- 21. BEP Make it BIZARREEXAGERRATED AND PERSONALIZED Coach use of Rejoinders/How to receive a story REJOINDERS in Chinese.docx Are you serious? 真的吗？ • No way! 不可能吧！ • My God! 我的天哪！我的妈啊！ (c)TracyPi,NYUProjectDCLTForum
- 22. STORYTELLING 1.Storytelling 2.Create the story •90%Target Language Questions & Logic Words.pptx (c)TracyPi,NYUProjectDCLTForum
- 23. CREATE THE STORY •Tom 有一个女朋友！ • Tom 明天去BoraBora旅游！ • who,with whom,when,where,how much you spend,etc… • Created Story (c)TracyPi,NYUProjectDCLTForum
- 24. WHAT IS AN“EMBEDDED READING”? It is a series of - three or more readings - of increasing difficulty - from the same outline (c)TracyPi,NYUProjectDCLTForum
- 25. HOW TO CREATEAN EMBEDDED READING EMBEDDED READING 1. The first reading is at a basic level, easy for any student to understand. It is a summary or an outline. 2. Each succeeding level adds sentences with additional information and/or details. 3. The final version is the most challenging. However…. Each and every version of the reading contains the basic reading… …. and each subsequent level within it. This scaffolding of the story builds success!!! © Clarcq, Whaley 2011
- 26. LESSON PLANNING &EMBEDDED READING Establishing meaning Story asking or story creation Read the story and Discuss the story(Graphic organizers) Embedded Reading Teach Grammar(Pop-up Grammar---5 minutes) Assessment (Writing) (Test Fluency) Characters---Radicals, Typing in the Lab •High Frequency Words •HSK Level 1-6--guideline for high Frequency Words
- 27. HIGHER LEVEL 1. Popup Dictionary 2. higher-level-classes 3. Characters 4. Culture Food Cultural Reading
- 28. TPRS WORKSHOP TracyPi tracipi@gmail.com 孟廣平 (c)TracyPi,NYUProjectDCLTForum
Editor's Notes
- #8 1. Watch Blaine Ray’s Youtube. 2. 90% Target Language--ACTFL--Bill
- #9 1.Clueless? 2.Dramatize 3. In a Story
- #10 2. Open “TPR” Command 4. Open “PQA” document
- #12 说话要清楚！慢！重复！根据调查，语言初学者一个生词要重复75-150次才能 pick up!
- #18 名字的问题？中文名字还是英文名字？
- #19 熟练了以后，不按牌理出牌！
- #20 熟练了以后，不按牌理出牌！
- #21 熟练了以后，不按牌理出牌！
- #23 说话要简洁！Right to the point!
- #24 When you are doing PQA with this type of sentence, you are already asking many “W” questions.
- #25 Don’t add the sentence structures. Just add more nouns/adjectives. In more details.