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TPRS Teaching
Proficiency through Reading and Storytelling
Dr. Lynn M. KutchKutztown University of
Pennsylvania
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Storytelling for Introducing and ReinforcingVocabulary
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Remember...most language teachers learned the most language outside of the classroom“Proficiency in a new language is achieved through human learning and living.” -Ray & Seely, xvi-xvii
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Remember...most language teachers tend to forget how difficult it is to learn a language because they have acquired a feeling of ease about it PREVIEW: Example of
“Circling” in TPRSDo science teachers forget how difficult it is?Do language teachers forget how difficult it is to ride a bike?
Who forgets how difficult it is?What do most language teachers forget?Why do most language teachers forget?
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The Guiding Principles
A language class must be comprehensibleStudents must receive sufficient aural comprehensible input (must maintain interest of students)Students must be able to express themselves orally in their own words (not memorized)Class must be conducted in target languageHigh teacher expectations
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Classroom Fluency ModelMaking the class 100% comprehensibleFrequent aural repetition in development of storiesKeeping the class interestingOral interaction among students with topics of interest to them
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Asking (versus telling) a Story
Students involved; providing details, but teacher maintains control of content
What are their names?Where are they going?
How are they getting there?When are they traveling?
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Circling/Providing
RepetitionsAsking a series of questions (yes/no; w-questions) about a particular fact, phrase or word
Are they traveling to China?Are they traveling in winter?
Where are they going?Who’s traveling to ....?
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Adding New DetailsMike and
Ashley are traveling in July by motorcycle to Switzerland.
Why are they traveling together?
Why are they traveling by motorcycle?
Why don’t they travel in the wintertime?
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Keeping Interest Highhaving students
help develop storiesmaking students the starsdramatizing storiesasking students about livesusing unexpected and bizarre content
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Story takes place in 3 locations1st: introduce
problem2nd location: first attempt to resolve problem3rd location: problem solved
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Circling to Build a Story
The boy wants to have a cat. Does the boy want to have a cat?
Does the boy want to have a cat or a dog?
Does the boy want to have a dog?
Who wants to have a cat?
What does the boy want?
Does the boy want to have a big cat?What kind of cat does the boy want to have?Think of locations and problem.
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Hands-on
• Choose a small group of significant words (3-5) from this list (Deutsch aktuell, chapter 5) that you would like to introduce.
• car, soon, to visit, pay, hot, helmet, cold, cash register, broken, reasonably priced, to rain, speak, sell • Location 1: problem
• Location 2: attempt at solution
• Location 3: problem solved
• car, soon, visit, pay, hot, helmet, cold, cash register, broken, reasonably priced, to rain, speak, sell.
Emphasis on the Bizarre
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Hands-on
•Start: There was boy/girl/man/woman/rockstar...
•Problem: He wanted....
•Details: He lived in..... (Location 1) He went to.....(Location 2) because/in order to... [No successful solution] He went to... (Location 3) [Problem solved]
•
• car, soon, visit, pay, hot, helmet, cold, cash register, broken, reasonably priced, to rain, speak, sell. • Create yes/no and w-questions (W-Fragen) to “circle” each part of the story
• Ask questions that can be answered with the information, as well as questions for which students will have to make up answers (eliciting further detail)
• Compose further questions that you could use along the way to elicit further details
• car, soon, visit, pay, hot, helmet, cold, cash register, broken, reasonably priced, to rain, speak, sell.
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My Adaptations of the Storytelling Method
My Adaptations of the Storytelling Method
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How do you practice vocabulary when Easter Bunny, exercise bike and women’s clothing
department all appear in one chapter’s lists?
How do you practice vocabulary when Easter Bunny, exercise bike and women’s clothing
department all appear in one chapter’s lists?
Reinforcing Textbook Vocabulary
Reinforcing Textbook Vocabulary
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German Example: Separable Prefix VerbsGerman Example: Separable Prefix Verbs
Reinforcing a Certain Grammar Point
Reinforcing a Certain Grammar Point
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Example: Biography of King Ludwig IIExample: Biography of King Ludwig II
Summarizing a Textbook Reading Selection
Summarizing a Textbook Reading Selection
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Hands-on• Create a story in TPRS style (3-5 pages)
• Create circling questions for each page (yes/no/”w ”)
• Create personal questions related to the theme for ,,Zum Thema: Mit einem Partner: ganz schnell” interludes
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Sharing Stories