TPRS的三步奏The-3-Steps-of-TPR-Storytelling-建立詞義課件

1、Chinese TPRS Training Lan-jy Duke Comparison different learning/teaching 2nd language methodologies比較學(xué)習(xí)/教導(dǎo)第二語(yǔ)言不同的教學(xué)法Reflection 省思 * How do you think about your English speaking, listening, reading, and writing abilities? 你認(rèn)為你英語(yǔ)的聽(tīng)說(shuō)讀寫的能力為何？Comparison different learning/teaching 2nd language methodolog

2、ies比較學(xué)習(xí)/教導(dǎo)第二語(yǔ)言不同的教學(xué)法Reflection省思 * How do you learn English as a 2nd language? 你怎么學(xué)英語(yǔ)的？Comparison different learning/teaching 2nd language methodologies比較學(xué)習(xí)/教導(dǎo)第二語(yǔ)言不同的教學(xué)法Reflection 省思 * What is your major goal at your teaching?你教學(xué)最主要的目標(biāo)是什么？Comparison different learning/teaching 2nd language methodolo

3、gies比較學(xué)習(xí)/教導(dǎo)第二語(yǔ)言不同的教學(xué)法What do you think as a teacher the effective strategies for students to learn Chinese? 逆向思考！Herd the CATS or CATTLES?語(yǔ)言取得與學(xué)習(xí)的對(duì)比Acquisition v.s. LearningLanguage is acquired through comprehensible input. It is an unconscious process; it happens when the learner is focused on the

4、meaning of the message rather than the language. 能理解的無(wú)意識(shí)過(guò)程強(qiáng)調(diào)信息的含義而非語(yǔ)言本身語(yǔ)言取得 Acquisition語(yǔ)言取得 AcquisitionAn important difference between classroom acquisition and “baby acquisition” is: Students have greater cognitive ability than babies. However, they have significantly less time in the language than

5、 babies do.Teachers must make the best use of precious classroom time.語(yǔ)言取得 AcquisitionClassroom language must be repetitive, interesting, and varied. 重復(fù)性，趣味性，多樣化 Without these elements, we are not using class time in the best way possible. 語(yǔ)言取得 AcquisitionOur challenge is making the language compreh

6、ensible while at the same time making it repetitive and interesting.語(yǔ)言取得 AcquisitionAcquisition means relying on what sounds right. 重復(fù)性、趣味性、可理解、個(gè)人化、安全環(huán)境重復(fù)性。Repetition！趣味性。Interesting！可理解。Comprehensible!個(gè)人化。Personalized!安全環(huán)境。Safe Environment！學(xué)習(xí)LearningLanguage “l(fā)earning” refers to understanding how l

7、anguage works. Learning is enhanced by study.學(xué)習(xí)LearningLearning enables a student to edit language for accuracy.學(xué)習(xí)LearningIn order to use learned rules in speech, three conditions must be met:o The speaker must know the rule.o The speaker must be focused on the rule.o The speaker must have sufficien

8、t time to edit.理解性輸入Comprehensible Input沒(méi)有輸入，無(wú)法輸出。學(xué)生應(yīng)能理解所聽(tīng)到的或所呈現(xiàn)給他們的主要訊息。No input, no output.Students should be able to understand the essence of what is being said or presented to them. 理解性輸入Comprehensible Input透過(guò)上下文內(nèi)容或視覺(jué)線索，或透過(guò)問(wèn)題澄清，學(xué)生可加強(qiáng)他們對(duì)所學(xué)習(xí)語(yǔ)言的知識(shí)。By using context or visual cues, or by asking for

9、clarification, students enhance their knowledge of the target language.Teaching Proficiency through Reading and Storytelling透過(guò)閱讀與說(shuō)故事教導(dǎo)流利語(yǔ)言透過(guò)閱讀與說(shuō)故事教導(dǎo)流利語(yǔ)言Teaching Proficiency through Reading and Storytelling完全肢體反應(yīng)說(shuō)故事 Total Physical Response StorytellingBlaine Ray (TPRS)James Asher (TPR)Stephen Krashen

10、 (Comprehensive Input)透過(guò)閱讀與說(shuō)故事教導(dǎo)流利語(yǔ)言 Teaching Proficiency through Reading and Storytelling透過(guò)閱讀與說(shuō)故事教導(dǎo)流利語(yǔ)言 Teaching Proficiency through Reading and StorytellingSamples of TPRS Chinese instructor: Linda LiSamples of TPRS Chinese classroomThe three steps of TPRS StorytellingTPR Storytelling tool: Questi

11、oningExperience TPR Storytelling from the vantage point of a studentShane要買披薩。Mike餓了。Harry 要咖啡。Samples of TPRS Chinese instructor: Linda LiJohn是蘇格蘭人。Yoda是蘇格蘭人。Samples of TPRS Chinese ClassroomTPRS的三步奏The 3 Steps of TPR Storytelling建立詞義。問(wèn)故事/個(gè)人化問(wèn)題。大聲朗讀給學(xué)生聽(tīng)。Building MeaningAsk a story /PQARead passage

12、aloud to them步奏一：建立詞義 Step One：Build Meaning在白板上寫中英文詞匯。Written on the board in L2 and English. 利用手勢(shì)、動(dòng)作來(lái)教導(dǎo)每個(gè)詞匯。 Pronounce and teach a gesture for each phrase.觀察學(xué)生的動(dòng)作或手勢(shì)查看他們對(duì)每個(gè)詞匯是否了解。As you say the phrases, watch students gestures to see if they recognize the phrases.步奏一：建立詞義 Step One：Build Meaning利用上

13、下文中的詞匯。（學(xué)生不懂時(shí)，就很簡(jiǎn)單指著板上的詞匯或利用該詞匯的手勢(shì)動(dòng)作來(lái)協(xié)助了解。）Use the phrases in context. (When a student needs help in understanding, simply do the gesture or point to the board.) 步奏一：建立詞義 Step One：Build Meaning利用學(xué)生作為對(duì)話的主題 （PQA）Use your students as the topic of conversation:Ask questions such as “Rachel, do you have

14、a dog?” Talk about the students, using circles to reinforce the words. “Does Rachel have a dog?” “Does Rachels dog run fast?” (circle) “Does Rachel run fast?” (compare and contrast)步奏一：建立詞義 Step One：Build Meaning利用學(xué)生作為對(duì)話的主題 （PQA）Use your students as the topic of conversation:Build on what you have l

15、earned about a student so that you can talk about that student. “Class, Rachel has a big brown dog. Rachels dog is named Al. Al runs very fast.”步奏二：?jiǎn)柟适?個(gè)人化問(wèn)題 Step Two：Ask a Story/ PQA利用學(xué)生演員（或布偶、玩偶、圖片）Using actors (or puppets or dolls or pictures). Once again, use your students as the topic of the st

16、ory. Circle each statement that contains one of the lessons focus phrases.步奏二：?jiǎn)柟适?個(gè)人化問(wèn)題 Step Two：Ask a Story/ PQA(選項(xiàng)) 不用學(xué)生演員重述故事Retell the story without actorsYou may take the place of the actors or you may have everybody in the class act at the same time! You may slightly change or embellish the st

17、ory to keep interest high.步奏二：?jiǎn)柟适?個(gè)人化問(wèn)題 Step Two：Ask a Story/ PQA(選項(xiàng)，可為家庭作業(yè)) 學(xué)生看圖說(shuō)故事或?qū)懝适隆tudents tell or write the story from illustrations. In class, they tell to partners. As homework, they tell to their parents.步奏三：大聲朗讀給學(xué)生聽(tīng) Step Three：Read Passage Aloud to Students老師朗讀時(shí)，學(xué)生安靜地聽(tīng)Students follow sil

18、ently while listening讓學(xué)生翻譯故事。Invite students to translate the story.TPR Storytelling tool: questioning每句陳述問(wèn)十二個(gè)問(wèn)題。Make 12 questions from one statementYes/No questionsEither orquestionsWho, Where, How, Why, When加入新細(xì)節(jié)，在重復(fù)問(wèn)問(wèn)題。Add new details and circle questioning. 一次說(shuō)一句故事問(wèn)10-12個(gè)問(wèn)題 讓全體學(xué)生一起回答（讓學(xué)生表演故事）再提供

19、新句問(wèn)10-12個(gè)問(wèn)題 讓全體學(xué)生一起回答（讓學(xué)生表演故事）讓學(xué)生提供故事細(xì)節(jié)把學(xué)生所提供細(xì)節(jié)加入故事中原則:重復(fù)、循環(huán)性問(wèn)題2)是非題：是不是？3)二選一：A還是B？4)思考型問(wèn)題：什么？為什么？怎么？哪里？做什么？5)加入怪異或?qū)W生沒(méi)有預(yù)期的事件。Principal: Repeated and Circling QuestionsYes/no questionsEither or questionsHigh-level thinking questionsInclude an unexpected event閱讀 Reading把自己所說(shuō)的與學(xué)生所提供的細(xì)節(jié)寫成故事，讓學(xué)生閱讀。出版社的故

20、事書(shū)。簡(jiǎn)化翻譯眾說(shuō)皆知的故事，如小紅帽、三只小豬。Write what you told and include what students provide for them to read. The published stories.Translate famous/popular stories such as Three Little Pig。反向課程設(shè)計(jì)Backward Planning選擇適當(dāng)趣的且趣味性高的閱讀（內(nèi)容）。從中先挑選所需教導(dǎo)的單字。自編迷你故事來(lái)教單字。當(dāng)故事約有90%的可理解性時(shí)，讓學(xué)生閱讀故事。Choose an appropriate high interest readin