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Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

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Page 1: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

TeachingProficiency through Reading and Storytelling

Presenter Katya Paukova

Page 2: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Dr. James Asher: Total Physical Response

Dr. Stephen Krashen & Dr. Tracey Terrell:

The Natural Approach

Blaine Ray: TPR Storytelling

Page 3: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Krashen’s Theory ofSecond Language Acquisition

5 Hypotheses

The Acquisition-Learning hypothesis The Monitor hypothesis The Natural Order hypothesis The Input hypothesis The Affective Filter hypothesis

Page 4: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Acquiring a language is effortless and involuntary

The right brain acquires information 1800 times faster than the left (Natural Order)

Languages can only be acquired when the affective filter is low

At least 90% input (vs. 10% output) (Input Hypothesis)

At least 90% acquisition (vs.10% learning) Nationally, 50% of FL students drop out

before 2nd year. 70% drop before the 3rd year. Less than 10% proceed to college language studies.

Page 5: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

The 3 Steps of TPR Storytelling

Step 1: Establish meaning

Write vocabulary word in target language and EnglishColor-code Gesture / Mneumonic devices / memory aidsAsk the students personal questions utilizing vocabularyAsk students about each otherSeek responses that make the students look goodSeek liarsEncourage unusual responsesWatch barometer students ensure 100% comprehensionIf possible, use the information from the PQA in the PMS

Page 6: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story

1. PACE

Slow, deliberate, separated

Page 7: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story

1. PACE2. ASK THE STORY (Circling)Ask questionsCircle the words for negationAsk low-level questions (students answer yes/no/ one word)Leave blanks --students fill-inMake mistakes (students correct)Ask who? What? Where? When? How much? How many? How

often? Ask how and why (last)Never make two statements in a row.

Page 8: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story

1. PACE2. ASK THE STORY (Circling)3. PACE-SETTER (BAROMETER)Teach to the eyes! Look at the audience, not at the actors.Time-out signThe pauseResponding to a Zero responseStaying “in-bounds.” (The “boundaries” are the locations, the

language that the barometer student has already mastered, the words or phrases of the day, and completely comprehensible cognates.)

Page 9: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story

1. PACE2. ASK THE STORY (Circling)3. PACE-SETTER (BAROMETER)4. PERSONALIZATIONUse compliments (Who is most handsome boy in

world? Brad Pitt or Pierre?)Use the names of the students (and personalize the

story)Use the information from the PQA.

Really listen to and enjoy student responses.

Page 10: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story1. PACE2. ASK THE STORY (Circling)3. PACE-SETTER (BAROMETER)4. PERSONALIZATION5. DRAMATIZEGet volunteer actorsCoach melodramatic actingOver-react Students act-out the story while teacher blocks, directs

and maneuversUse 3 locations

Page 11: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story1. PACE2. ASK THE STORY (Circling)3. PACE-SETTER (BAROMETER)4. PERSONALIZATION5. ACTING6. BIZARRE, EXAGGERATED AND

PERSONALIZEDGet student inputEncourage audience participation (¡Ooo la la!/¡Oooh!/¡Oh

no!/ ¡Sí!)Exaggerate or drastically minimize size, quality and

quantity

Page 12: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story1. PACE2. ASK THE STORY (Circling)3. PACE-SETTER (BAROMETER)4. PERSONALIZATION5. ACTING6. BIZARRE, EXAGGERATED AND PERSONALIZED7. BELIEVABILITYDemonstrate deep belief in the story!Personalize, combine details.“Casi” (almost) technique: (all in the target language)Use student responses. Exaggerate"How does he react?" (¿cómo reacciona?) Everything is possible in French class. Keeping control of the story: It’s my story! Never ask why. Es un secreto.

Page 13: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 2: Ask the Story1. PACE2. ASK THE STORY (Circling)3. PACE-SETTER (BAROMETER)4. PERSONALIZATION5. ACTING6. BIZARRE, EXAGGERATED AND PERSONALIZED7. BELIEVABILITY8. POP-UPSUse translation to clarify grammar and structure. (Pop-up meaning)Pop-ups: Focus on the Meaning of structures (1-5 seconds)Pop-ups through storiesPop-ups through dialoguePop-ups through PQAPop-ups through Reading

Page 14: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Step 3: Read and discussTranslate reading passages, PMSs, extended readings and novels. One student translates. Teacher provides instant translation for incomprehensible words.Make sure that students understand every word.Use translation to explain grammar and meaning in 5-15 seconds.Discuss the reading in the target language.Ask personalized questions about the reading.Discuss the cultural information in the story, geography.Use the story to teach life lessons.Act out scenes.Discuss what the character learns in the story.Use level-appropriate reading materialsOther essential reading components: Free Voluntary Reading and

Read Alouds

Page 15: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

How is language learned ?

By listening and understanding or

reading and understanding - comprehensible input (CI).

Page 16: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

What is the main difference between baby

acquisition and classroom acquisition?

Time. A baby who hears a language for 10 hours a day for 6 years has over 20,000 hours in the language. Even a teacher might have had 5 to 10 thousand hours learning the language. We have students for 400 to 600 hours if we are lucky.

Page 17: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Since time is the main difference, what do we

have to do to the CI in the classroom for fluency?

We have to make language repetitive for fluency. Students can’t produce the language unless they have heard and read the structures over and over.

Page 18: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

We teach the basic structures needed for fluency. Structures are how the words fit together in a sentence so they sound right to a native speaker.

What do we teach in a TPRS class?

Page 19: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

What does it mean to be in-bounds or out of

bounds? In-bounds means we make the

class comprehensible to the slowest processing student. “In-bounds” = words they already know, today’s target structures and cognates. If we are out of bounds there is at least one student who does not understand something.

Page 20: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

What are the three steps of TPRS?

A. Establish meaning. B. Ask a story. C. Read and discuss.

Page 21: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

How many locations are there in the story?

In a basic model there are three locations. Stories have a problem and a solution. This model is an easy problem / solution structure. In advanced TPRS classes we can diverge from this model.

Page 22: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

What is the purpose of each location?

In the first location we

introduce the problem. In the second location we try to solve it but we don’t. We also might change the problem so that it isn’t solved. In the third location we solve the problem. Locations give us opportunities to get more repetitions.

Page 23: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

How do we get more repetitions?

We get more repetitions by adding

details and repetitive questions.

Page 24: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

How do we make the repetitions interesting?

We make the details unexpected and we personalize them.

Page 25: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

What is the goal in a TPRS class?

To provide repetitive and compelling

comprehensible input.

Page 26: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

What are the rules of TPRS?

Rule #1: Present meaning first Rule #2: Present it in a context Rule #3: Keep it understandable

and interesting Rule #4: Repeat in context

Page 27: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

FISH FOR A DETAIL

STATEMENT

? THAT GETS A “YES!”

EITHER/OR QUESTION

? THAT GETS A “NO”No... there isn’t... there is…

WHO? WHAT? WHERE? WHEN? WHICH?HOW? HOW MUCH? HOW MANY? WHY?

Page 28: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Level-appropriate TPRS

Level 1: The boy wants/wanted to buy a car.

Level 2: The boy who worked all year, bought a car yesterday.

Level 3: The boy will buy a car tomorrow if he has enough money.

Level 4: If he worked a little harder, he would have bought a car by now.

Page 29: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Questioning in levels 1-2

Practice no more than three structures during one-period class time

Repeat the structure 60-70 times

Recycle the structures from the previous days

Page 30: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

Questioning in upper levels

Less frequent daily repetitions Recycle the introduced structures all

year long Create more advance PQAs Provide constant “pop-ups” about the

advanced, more complex structures Use the authentic materials for

readings and discussions

Page 31: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

“It takes energy to conduct classes that are dominated by comprehensible input. It takes courage to abandon the familiar textbook-driven grammar syllabus. But such courage is necessary if we are going to produce a generation of people who do not say, “I took two years of French and I can’t even order a cup of coffee.”

Susan Gross

Page 32: Teaching Proficiency through Reading and Storytelling Presenter Katya Paukova

What next????

RESOURCES:

www.moretprs.net [email protected] www.tprstorytelling.com www.susangrosstprs.com www.tprstories.com/ntprs www.tprstories.com/ijflt www.BlaineRayTPRS.com www.comprehensibleinput.com www.FluencyFast.com