Posted by: Michel Baker | May 22, 2014

My New TPR Guide

Finally, I noticed in practice that TPR is done without writing anything up and Storyasking is whenever we write into an Out of Bounds section on the board. With TPR, we target things that can be easily acted out, and TPRS allows us to bring in words that must be translated in written form to be sure of meaning. TPR requires a lot of energy from me and from the students, and I believe that may be why Carol and others recommend starting out the year with a bunch of TPR at the beginning, without anything else mixed into it to maximize the amount of language that can be acquired quickly through by linking movement and meaningful sound. Students love it at first, but they do reach a time when they run out of steam and need something more. I don’t plan to wait until May to TPR a bunch of new words. This month, I have been practicing going in and out of TPR and PQA, rather than just staying all in TPR, and I have noticed that try though I might to plow through the long list of things that I want to TPR, the students and I invariably stay in PQA for a while once we get there, which is fine when you don’t have a long list of TPR words. Staying in PQA is great for CI, but then my TPR got neglected. The good thing is that I did find a new way to visually guide myself through my TPR list; it helps to organize my mind so that I don’t leave anything off in the heat of a transfer from TPR to PQA, as each of these little segments can lead directly to a hilarious PQA => Mini Situation. Once the Mini-situation “dies,” I can just go back to my list and start TPRing again wherever we left off.

LP hand written page 1LP hand typed page 1LP hand written page 2

The photograph of my lesson plan is not very clear, so I have typed the first page for you to see, and it also is very tiny, so let me just explain it. Each structure that I am going to TPR has a space and then my variables off to the side. This makes it easy for me to see s guide in the heat of the moment. On the back of the lesson plan, I put Establish Meaning  of a TPRS structure and then wrote a Mini Situation to start asking, but what has happened instead with less instructional time is that I am focusing on the structure in TPR, riding the waves into any PQA direction we want and then using the Mini Situation as a basis for the final Reading:

 

Me llamo __________________________.  Clase:___________  Grado: 3

A Pig Pen le duele la garganta

A Pig Pen le duele la garganta.  Pig Pen es una persona que no se lava las manos, ni la cara, ni los pies.  A Pig Pen le duele mucho la garganta.  Pig Pen está muy mal.  Él no trabaja mucho en las clases y no sale al receso.  Pig Pen no tiene muchas ganas de hacer el trabajo ni de jugar en el receso.  Pig Pen huele mal, y a Pig Pen le duele la garganta.

Hoy es ______________, el 31 de mayo.  Pig Pen va por autobús a River Ridge.  Hace mucho calor, y hace mucho sol.  A Pig Pen le duele la gartanta.  Pig Pen huele mal, y los estudiantes le dicen, “Pig Pen, lávate las manos, la cara y los pies, por favor.  Tú hueles mal.”  Pig Pen les responde, “Pero a mí me duele la garganta.  ¡Estoy mal!”

En River Ridge, Pig Pen va a la oficina y les dice, “Me duele la gartanta.”  La enfermera Mary le dice, “Pig Pen, tú hueles mal.  ¿No te lavas la cara, las manos y los pies?”  Pig Pen le responde, “No, Enfermera Mary, a mí no me gusta lavar las manos, ni la cara ni los pies.”  La enfermera Mary le dice, “Bueno, Pig Pen, es por eso que te duele la garganta.  Lávate las manos, los pies y la cara, y tú estarás bien.”  Pig Pen se lava la cara, los pies y las manos, y ya no le duele la garganta.

Fin

 

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