"Story asking"
TPRS = Teaching Proficiency through Reading and Storytelling
We did a lot of exercises how to get a numbers of questions from only one statement. To be honest during this workshop I did not realise why TPRS is such a good methods learning a second language. In this post I will try to explain why it is so useful.
Example:
The man drives to the store.
positiv Question: Did the man drive to the store?
or - Question: Did the man or the woman drive to the store?
negativ Question: Did the woman drive to the store?
? Question: Who drive to the store?
detail Question: Did the old man drive to the store?
After the workshop I studied some literature and found out that the exercise we did can help us to guide the children in TPRS.
The aim of this was just to show us how important it is that pupils built their own story up. As a teacher you can begin with a statement, e.g. Anna was on holidays last week.
Then you will ask as a teacher where she was and what she did etc. Therefore the children have to lead the story and add details. At the end the story was just guided by the teacher with inputs but actually invented by the children.
There are 3 steps to clarify the meaning of TPRS:
Step 1: give meaning through gestures, translation, images, doing TPR
Step 2: asking the story
- Give statements
(one or more - depends on the level of language knowledge)
- Ask questions
- Give and ask for new information = details
Step 3: Reading stories
Quote: slideshow Workshop VVTOE minor, 31st of March 2011
It seemes to me that pupils have to concentrate to participate in the story. Throughout this they will learn new vocabulary and will get structure in the foreign language. I will try to use this methods in my future class.
What do you think about this method? Do you think you would use it in your future lessons?
As far as it concerns me I learned that way. This method doesn't really look all too new to me.
AntwortenLöschenAnyway I see pros and cons in this method.
First, it's true you learn more by being involved during class. You have to listen carefully and respond appropriate. On the other hand it puts an enormeous pressure on shy kids to give their statement. They're so afraid they could fail.
Because of that I see a lot more potential in MI. MI gets through to the kids a lot better because it's effective learning wrapped up in a game-like mode. While you believe to be in a game the pressure of failing has to be on a minimal level.
I think these methods have pros and cons like most methods adapted to aid learning a second language. Its a very simple method that can be used for several topics, that i definitely think young children will find entertaining but it should be used every now and then, not as a constant method.
AntwortenLöschenThe repetition of the tasks would perhaps become tedious, but I do like the concept that doesn’t involve the class sat down copying from a book.
I agree with what Rosie said about the method being almost boring at times. However this could be a good way to introduce grammar and helping with written second language. This maybe could be used after new sentences have been learnt that way the learners can see how the sentence can be changed ever so slighty but to get different meaning
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