tprs in the chinese classroom

Tracy Pi

孟廣平

©Techman 2013

TPRS Workshop

Massapequa

Berner Middle & High School

Massapequa, New York

Long Island

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新年快乐！恭喜发财！喜气洋洋！三阳开泰！洋洋得意！洋洋洒洒！青春洋溢！羊年行大运！

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WELCOME!

“SPEED

IMPRESSES,

SLOW

CONNECTS!”

TPRS

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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.”

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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.”

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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.

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TPRS•TPR Storytelling is a 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.

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INPUT SHOULD BE

COMPREHENSIBLE 理解

COMPELLING 引人注目

CONTEXTUALIZED 语境

TPRS SEQUENCE

Establish meaning

- 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

Internalization/

Language acquisition

Signs/Gestures

Connections

Visualizations

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THREE SKILLS TO MAKE IT ALL WORK

1.Pausing and Pointing

2.Slow

3.Circling

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CIRCLING

12

4

35, 6,7…

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Courtesy of Rob Williams

1.

4.

2.

3.

6.

5.

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Circling1. Statement

2. Question

3. Either/or

4. Negative

5. 3 for 1

6. What/Who/When/

Where/Why

7. Ask/Continue a

detail

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Circling•Statement--有一个女孩子(喔！太棒了！)•Question--同学们，有一个女孩子，对吗？【You add:对的，有一个女孩子！】•Either/or--同学们，有一个女孩子还是男孩子？【You add:对的，有一个女孩子，没有一个男孩子！】

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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 for 1--有一只猴子，对吗？【You add:对的，有一个女孩子，没有一个男孩子！】

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Circling•Who --有一个谁？【You add:对的，有一个女孩子！】•How many?--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？

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SUBJECT + VERB + ANYTHING

ELSE

1. First, you circle the subject

2. Second, you circle the verb.

3. Third, you circle “Anything Else”.

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！】

SUBJECT + VERB + ANYTHING

ELSE

练习 On Your own Create a sentence and tell us what

you are going circle

BEP

Make it BIZARRE EXAGERRATED 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！

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STORYTELLING

1.Storytelling

2.Create the story

•90% Target Language Questions & Logic Words.pptx

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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

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WHAT IS AN “EMBEDDED

READING”?

It is a series of

- three or more readings

- of increasing difficulty

- from the same outline

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HOW TO CREATE AN EMBEDDED READINGEMBEDDED 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

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

HIGHER LEVEL

1. Pop up Dictionary

2. higher-level-classes

3. Characters

4. Culture

Food Cultural Reading

TPRS WORKSHOP

Tracy Pi tracipi@gmail.com

孟廣平

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