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.
104. sieht an
looks at
Text
Das Mädchen sieht etwas an.
The girl looks at something.
105. schreit
screams
Text
Die Frau schreit laut.
The woman screams loud.
106. where? what? who?
how? why? when?
German
how which?
much?
how many?
107. es gibt/gab eine Maus = there is/was a mouse
die Katze läuft/lief = the cat runs/ran
sieht/sah an = s/he looks/looked at
schreit/schrie = s/he screams/screamed
ich brauche = I need
ein Freiwilliger = a volunteer
Wie heißt/hieß sie/er = What is/was her/his name
sie/er heißt/hieß = her/his name is/was
Wie alt ist/war sie/er? = How old is/was s/he?
sie/er ist/war ___ Jahre alt? = s/he is/was ___ years old
groß = big
ein bisschen = a little bit
klein = small
oder = or
schön = pretty
sie/er sagt/sagte = s/he says/said
häßlich = ugly
weil = because
gut = good
bist du? = are you?
böse = bad
Mutti- = mother
sehr = very
Vatti- = father
sie/er wohnt/wohnte= s/he lives/lived
noch = another/still
sie wohnen/wohnten = they live/lived
die Mäuschen=the little mice
sie/er hat/hatte = s/he has/had
wir haben/hatten = we have/had
sie/er hat/hatte Hunger = s/he has/had hunger
sie/er hat/hatte Angst = s/he has/had fear
108. Es gibt zwei Mäuschen und eine
Muttimaus. Sie wohnen in einem sehr
großen Haus. Die zwei Mäuschen
essen Käse gern.
109. 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!”
110. 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.
111. 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!”
112. 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.
113. 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.
117. 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
118. 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
146. 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.
147. 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.
171. A boy from China
A boy from China
wants a cat.
wants a cat.
172. A boy from Hong
A boy from Hong
Kong, China wants a
Kong, China wants a
cat.
cat.
173. 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.
176. In pairs, you will practice
getting details one sentence
at a time.
Remember to circle between details
and to repeat the answers for
additonal repetitions.
We will practice with each sentence
for 2 minutes.
177. 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?
178. 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
179. 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.
180. 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.
181. 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.
191. If your classes meet every
day or every other day on
the block, you will complete
all 3 steps in one week.
192. 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.
267. 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?
269. You will have approximately
5 minutes to plan out your main
character. You’ll then work in
pairs introducing your main
characters. Each person in your
group will teach for
approximately 7 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.
279. 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.
281. You will have approximately
5 minutes to plan out your parellel
character. You’ll then work in
pairs introducing your parallel
characters and comparing and
contrasting them with your main
character. Each person in your
group will teach for
approximately 7 minutes.
282. 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.
295. 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.
While he was in the library, 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.
319. Remember to verify details
with actor in present and
class in past tense
320. Lesson Plan
Plan out Act 2 in second location
His mom took him to the library to do his homework. It
was too quiet in the library and the boy fell asleep.
329. Remember to verify details
with actor in present and
class in past tense
330. Lesson Plan
Plan out Act 3 in third location
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.