tprs® beginning workshop 2012

A different kind of professional development.™

Scott Benedictscott@teachforjune.com

teachforjune.com

TPRS®Story-basedImmersion

slideshare.net/teachforjunedownload presentationand additional handout

For great support after the workshop is done, join one (or both) of the following groups:

moreTPRS Listservegroups.yahoo.com/subscribe/moretprs

tprstalk.com Forum

or email me @scott@teachforjune.com

For a complete list of real, classroom demos, visit:

vimeo.com/teachforjune

How confident are you that your students can

speak spontaneously for 30 seconds in the target language at the end of

the year?

Or that your students could write a 100-word

story in 5 minutes or less?

1 in 4 Americans can hold a

conversation in a second language.

http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx

Insanity is doing the same thing over and

over again and expecting different

results.—Albert Einstein

Yet, this is exactly what 1000s of

world-language teachers do

everyday and have done for years.

If we truly want our students to be able to

speak and write at any level, we must change

the way we teach. Period.

TPRS® is one such change that has given world-

language teachers across the globe undeniable

results:students who could speak and write the language.

How to

Classroom &

October 1, 2001Monday

Emergency Permit

Observe

October 2, 2001Tuesday

No sub

2:45 PMWhew!

But wait...

OPEN HOUSE!!!

What was that?

OH NO!

Taught

Change

I’mBlaineRay!

TPRS®

I love TPRS®because it works.

My students are better speakers & writers and I’m a

better teacher.

How to

Classroom &

Whatis

TPRS®?

TPRS® stands forTeaching Proficiency

throughReading and Storytelling

TPRS® is immersion through stories.

TPRS® is a method of second-language teaching that uses highly-interactive stories to provide comprehensible i n p u t a n d c r e a t e a n atmosphere of immersion in the classroom.

Stephen Krashen’s Theory of Second-language

Acquisition.

5 Main Hypotheses

Acquisition-learning Hypothesis

Monitor Hypothesis

Natural Order Hypothesis

Input Hypothesis

Affective Filter Hypothesis

Based in brain research.

1. We don’t pay attention to boring things.

Encourage laughter

2. We have 30 seconds to repeat something before it is

forgotten.

People usually forget 90% of what they learn in a class within

30 days.

One could increase the life span of a memory simply by repeating the information in

timed intervals.

3. Students must pay attention in order to learn.

The unusual, the unpredictable, or the distinctive are powerful

ways to harness attention.

Emotions get our attention.

4. Most of what we learn is visual.

Dramatize the story

Use props

wigs & hats

cardboard cutouts

funny noses

funny glasses

stuffed animals

5. Initial learning is important.

6. There are two types of memories.

Declarative Memories

“The shirt is blue.”

“Jupiter is a planet.”

Learning about language is declarative.

It is learning facts.

Non-Declarative Memories

Memories that are not in our conscious awareness, such as

riding a bike or driving a car.

Learning to speak a language is

non-declarative.

It is a motor skill.

Information is remembered best when it is elaborate,

meaningful, and contextual.Medina, John. Brain Rules. Sea4le: Pear Press, 2008. p. 100.

We add as many details as we can.

Each detail increases the chance that the students will

remember.

Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006.

What we remember after 24 hours.

Learning Languagevs.

Acquiring Language

Learning Language

Artificial

Memorization

Grammar Rules

Acquiring Language

Natural

Comprehensible Input

Intuitive

Real-world acquisition

vs.Classroom acquisition

14,600 hours

600 hours

Make every minuteCOUNT!!!

Fluency

teach FLUENCY

Focus on Details

NOT language

3 Keys to Fluency

Key 1: Comprehensible

Key 2: Repetition

Key 3: Interesting

5. Speak the language as

much as possible in the

classroom and speak it

naturally. DO NOT

shelter grammar when

speaking to students! If

they do not hear natural

language they are unlikely

to acquire it.

6. English is used only to

guarantee comprehension

(such as translating

readings) or to clarify

meaning as quickly as

possible (such as in pop-

7. Write a class story every

month or so. Teacher

writes the story on the

overhead while the entire

class invents the story

line. Continually ask about spelling, gender, conjugations,

anything relating to accuracy. Students answer questions

about all of the structure they know while copying the

entire story. Praise them for their knowledge; praise them

for asking questions about how the language works.

Students are more likely to learn grammar from multiple

mini-lessons than from a five-minute lesson that has an

explanation and drill. To see an example of a class story,

see the DVD “TPRS in the 90’s” by Susan Gross.

Grammar Schedule

While the teacher uses all of the language

accurately all of the time, it is helpful to have a

grammatical focus in mind for the students.

Certain features like affirmative/negative are

obviously essential to understanding. These are

the first things that must be clarified. In level

one, I used the following “point of view” plan:

Aug - Oct 3rd person singular and plural.

Nov - Dec 1st person singular.

Jan - Feb 2nd person singular.

Mar - Apr 1st person plural.

May 2nd person plural.

At the conclusion of a story, we quickly retold

from the point of view that I was working on.

Each point of view included possessive

adjectives; direct object, indirect object,

disjunctive, and reflexive pronouns; regular,

irregular, and reflexive verbs. Some years I did

not make it through all of the points of view

because I did not move to the next point of view until the

students demonstrated mastery.

Since I used all forms correctly whenever appropriate in our

storytelling and conversations, they heard all points of view all

year long. The above plan simply guided what grammar I chose

to emphasize each day and to assess in the chapter test.

5. Speak the language as

much as possible in the

classroom and speak it

naturally. DO NOT

shelter grammar when

speaking to students! If

they do not hear natural

language they are unlikely

to acquire it.

6. English is used only to

guarantee comprehension

(such as translating

readings) or to clarify

meaning as quickly as

possible (such as in pop-

7. Write a class story every

month or so. Teacher

writes the story on the

overhead while the entire

class invents the story

line. Continually ask about spelling, gender, conjugations,

anything relating to accuracy. Students answer questions

about all of the structure they know while copying the

entire story. Praise them for their knowledge; praise them

for asking questions about how the language works.

Students are more likely to learn grammar from multiple

mini-lessons than from a five-minute lesson that has an

explanation and drill. To see an example of a class story,

see the DVD “TPRS in the 90’s” by Susan Gross.

Grammar Schedule

While the teacher uses all of the language

accurately all of the time, it is helpful to have a

grammatical focus in mind for the students.

Certain features like affirmative/negative are

obviously essential to understanding. These are

the first things that must be clarified. In level

one, I used the following “point of view” plan:

Aug - Oct 3rd person singular and plural.

Nov - Dec 1st person singular.

Jan - Feb 2nd person singular.

Mar - Apr 1st person plural.

May 2nd person plural.

At the conclusion of a story, we quickly retold

from the point of view that I was working on.

Each point of view included possessive

adjectives; direct object, indirect object,

disjunctive, and reflexive pronouns; regular,

irregular, and reflexive verbs. Some years I did

not make it through all of the points of view

because I did not move to the next point of view until the

students demonstrated mastery.

Since I used all forms correctly whenever appropriate in our

storytelling and conversations, they heard all points of view all

year long. The above plan simply guided what grammar I chose

to emphasize each day and to assess in the chapter test.

n’t S

ClassProcedures

When I make a statement, you will respond chorally by saying,

“Ohhhhh!”

I will ask a question to which you know the answer and you will answer chorally in the target language.

If it is a “yes” answer than say,

“Ja!”

If it’s a “no” answer say,

“Nein!”

I will ask a question to which you don’t know the answer. I f you don’t know the answer you will make it up (guess). But...

You must guess in German because it is a German story.

You can use proper nouns.

When you guess , surprise me.

If you don’t surprise me, I will surprise you.

Raise your hand if you don’t understand OR I’m going too fast!!

es gibt

Es gibt einen Apfel auf dem Tisch.There is an apple on the table.

there is/are

die Katze

Es gibt eine Katze mit blauen Augen.There is a cat with blue eyes.

the cat

die Maus

Es gibt eine Maus.There is a mouse.

the mouse

sieht an

Das Mädchen sieht etwas an.The girl looks at something.

looks at

schreit

Die Frau schreit.The woman screams.

screams

läuft

Der Junge läuft schnell.The boy runs fast.

how many?

German

Es gibt zwei Mäuschen und eine Muttimaus. Sie wohnen in einem sehr großen Haus. Die zwei Mäuschen essen Käse gern.

Sie wollen jetzt Käse essen. Diese zwei Mäuschen sehen die Muttimaus an und schreien “Mutti! Wir haben Hunger! Wir wollen Käse essen. Bitte bring uns ein bisschen Käse!”

Die Muttimaus sieht die zwei Mäuschen an und sagt ihnen “Okay meine Kinder. Ich will in der Küche nach Käse suchen.” Aber in diesem Moment sehen die zwei Mäuschen etwas, das ihnen Angst macht.

Eine Katze kommt auf sie zu! Es ist eine sehr große Katze! Sie schreien “Mutti! Mutti! Es gibt e ine seh r g roße Kat ze in unserem Haus! Sie kommt auf uns zu! Wir haben sehr Angst!”

We n n d i e M u t t i m a u s d a s Schreien ihrer Kinder hört, läuft die Muttimaus auf die Katze zu und schreit “Wau Wau!” Wenn d ie Katze den Schre i der Muttimaus auf Hund hört, dreht die Katze sich um und läuft sehr schnell von dem Haus weg.

Wie gut, dass die Muttimaus zweisprachig ist! An diesem Tag lernen die zwei Mäuschen, dass es sehr wichtig ist, mehr als eine Sprache zu sprechen.

How to

Classroom &

How to

Technique #3 Handling silence

You ask, “To where does the black dog named Arrow run?”

Instead of shouting out a bunch of clever answers, the whole

class is silent! Yikes! Normally this means that they are taking

time to figure out what you just asked.

One of the following techniques will keep your class actively

participating:

1.Change your question into an “either/or” question: Does

the dog named Arrow run to WalMart or to Pizza Hut?

2.Clarify by asking for a translation of the question.

Technique #4 Staying “in bounds.”

The boundaries are anything that the students already know plus

the phrases that you are teaching today.

When adding a new detail to the story, that new word must be

brought in bounds with a couple of questions. A good way to

add details is by using brand names such as Toyota, Crest,

WalMart, Chicago, Frank. For example, if you want to add

“shoes” to the story, say “Nikes” instead of “shoes.” That way

you stay in bounds!

Expand on the boundaries by using cognates (like

“automobile”). HOWEVER, students will not recognize

“automobile” ; you must tell them what it means. Once you have

brought that word in bounds, you may use it.

As the year progresses, the boundaries get bigger. Each time you

meet with your students, use as much of the language as they

already know.

The art of asking repetitive questions

KeyTechnique

Start with a statementStatement should include structure

Ask yes/no question where answer is YES

Repeat answer: “yes, ...”

Ask either/or questionRepeat answer: “that’s correct, ...”

Ask yes/no question where answer is NO

Repeat answer: “no, ...”Restate correct statement

Ask question-word question

These are more difficult—target superstar until class is ready

get a new detail and repeat

Ask 3-4 questions and then get new detail.

Circle the subject, object, AND verb!

Randomize questions!

Comprehension Checks

Check for understanding

FREQUENTLY

Ask class as well as individuals

Comprehension checks are in

ENGLISH

“What did I just say?”

“What did I ask?”

“What does __ mean?”

Translate

Translate what students don’t know

Write new words on board

Ask students to translate to check for

understanding

DON’T translate everything!

Circling Demo

TextText

individual work time

DirectionsUsing the “Circling” Template in handout…

1. Write simple statement in target language as follows:Lisa verb in TL brand name. Lisa isst Lucky Charms.

2. Script your questions around the subject.3. Script your questions around the verb.4. Script your questions around the object/compliment.5. Script your questions around when.6. Script your questions around a comparison.

Practice Rules

✓ teacher stands✓ students respond✓ don’t correct the teacher✓ no discussion

Group Practice

In your groups, take turns using your template to practice circling.

At first, read your script in order from top to bottom.

When you’re comfortable, try randomizing your questions using the “thumb” technique.

practice

1. Vocabulary

2. Story

3. Reading

3 Steps of TPRS®

1. Vocabulary

Establish Meaning

3 target phrases

Include structure

Target Language in one color

English in another

Students copy list

TPR & Gestures

Delay modeling

Stop modeling

Vary groups

Novel commands

Assess

PQA: Personalized Questions & Answers

Ask questions using target phrases

Concentrate on being personal

It’s like minglingat a party

Compare & contrast

Power PQA Demo

2. Story

Ask, don’t tell a story

Heart of the lesson

Don’t rush this step

Actors dramatize the story

Asking aStory

✓ ASK don’t tell a story✓ actors dramatize the story✓ start with a statement✓ 3 locations✓ PERSONALIZE

How to Ask a Story

Start with a statement

3 Locations3 Acts

PERSONALIZE

Student Responses

✓ students must respond to each statement/question

✓ vary choral responses with individual ones

✓ coach how to “play the game”

Student Responses

Students must respond to each

statement/question

“Ooohh”“Oh, no, oh, no”

expression

Choral Answer

Guess!

Vary choral responses with individual ones

Strong Response— Great!

Weak or No Response...

Students didn’t understand

Students weren’t engaged

Students weren’t focused on procedure

Coach how to “play the game”

Listen for cute or funny answers

Don’t take the first answer—

solicit more participation

Recycle the Story

At any point, stop, go back, and review the

story.

Re-circle the recycled parts.

Continue story when you get back to

where you left off.

Teach to the Eyes!

Teach STUDENTS not curriculum.

Look in individual student’s eyes when

teaching.

Hold students accountable.

Always check for understanding.

Story Retells

Have students frequently retell story

to their partners...

After a particular scene.

After the story ends.

Have superstar retell story to class.

Student-Retell Demo

3. Reading

Reading is powerful.

70%language ability

What to read?

mini-stories

extended readings

readers

children’s books

“kindergarten day”

Reading: Step 1

Teacher reads a sentence.

Class chorally translates sentence.

Translate one paragraph at a time.

Reading: Step 2

Ask the facts of the translated paragraph.

Facts can’t change.

Students answer chorally.

Reading: Step 3

Add details to the reading through

questioning.

Students give unusual &

unexpected answers.

Choose best answer.

Add details from students’ culture.

Reading: Step 4

Create a parallel story using a student

as the main character.

This is a similar story but with details about

the student.

Use student actors & props.

Pop-Up Grammar

Highlight in reading BEFORE class.

Focus on the MEANING.

Pop-up often and frequently.

Compare & contrast.

Scafflold your questions.

Hold your superstars accountable.

Goal is to acquire over time,

not immediately.

Reading Variation

Read in target language.

Translate only unknown words.

Ask questions in English.

Reserve for more advanced levels.

Reading Demo

Planning the story

3 Structures

These are the structures you want

to practice

Basic, high-frequency

Always translate these structures

Lesson PlanStructures:There was a boy.He was in Target.

Problem: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Background Info

Names & Places

Multiple characters

Doesn’t need to be relevant

Practice any word or structure

Use for compare & contrast

Verify details with actors

Parallel characters

Problem

Every story has a problem

3 Locations

Location 1:Introduce the

problem

Location 2: Unsuccessful attempt

to resolve problem

Location 3: Resolve the problem

Structures:There was a boy.He was in Target.

Problem: A boy wanted a cat.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson Plan

Read or Write Story

Main character should be student

Look for variables that can be

expanded and changed

There was a boy. He didn’t have a cat.

He went to Green River, Wyoming. There was a girl. The girl didn’t have a cat.

The boy went to Brooklyn. There was a cat in Brooklyn. The boy picked up the cat. He was happy because he had a cat.

Lesson Plan

Script surprise details

Add parallel character

Celebrity or another student in class

general

specific

The story gets more interesting with more specifics.

A boy wants a cat.

A boy from China wants a cat.

A boy from Hong Kong, China wants a

Ming Jr. from the 3rd street Burger King in Hong Kong, China

wants a cat.

TextText

partner time

Lets make each of these more specific.

carhouseanimalviolinbook

Most interesting details involve an

event.

Lets explain the following:

A boy has a ten-thousand-dollar bill.A girl has a bike that talks.

Lesson PlanProblem: A boy wanted a cat.

The boy - What don’t we know about him? Name? Where he lives? How old is he? Favorite music? What is in his bedroom? Who are his friends? Why does he want a bird?

Information - Where did he live? (Three levels of specificity) Did he have a cat? Did he have an elephant? What did he have? What did he want? Where did he go?

Surprise Details - Add proper nouns as a surprise. Kmart or Dollar Tree for locations. Add names and places that are a surprise.

Green River, WY - Our characters always go some place. Where else could they go? 3 levels of specificity.

Brooklyn, NY - What other possibilities are there for our 3rd location? 3 levels of specificity.

TextText

group work time

Story PracticeChoose one structure that would teach in

your classroom. Create a storyline that incorporates this structure.

You will develop and script a lesson based on this structure.

Remember to identify possible variables in the storyline.

Step 1: Develop main character.Step 2: Develop parallel character.Step 3: Introduce problem.Step 4: Attempt to solve problem.Step 5: Solve problem.

You may choose one or more stepsthat you’d like to practice.

StepsThese are the steps you’ll follow.

Step 1You will start the story using the given vocabulary.

Point to the words when you say them and go slowly.

Introduce the main character and choose student actor—add details about him/her by asking questions.

Verify details with actor (present tense) and audience (past tense)

Add details about where he/she was—3 levels of specificity: state, city, location.

Step 2You will continue the story using the given vocabulary.

Point to the words when you say them and go slowly.

Introduce the parallel character and choose student actor—add details about him/her by asking questions.

Verify details with actor (present tense) and audience (past tense)

Add details about where he/she was—3 levels of specificity: state, city, location.

Step 3You will introduce the problem.

Start by reviewing the facts already established.

Using the given storyline, script out your questions relating to the problem setup.

Verify all details with actors in present tense and with audience in past tense.

Step 4You will attempt to solve the problem unsuccessfully.

Have the main character go somewhere to attempt to solve their problem.

Use dialogue. Tell the audience what the character said and then have the actor say it.

Step 5You will solve the problem.

Have the main character go somewhere to finally solve their problem.

Use dialogue. Tell the audience what the character said and then have the actor say it.

practice

Story Rules

1. When I make a statement you will respond chorally by saying, “Ohhhhhhh.”

2. I will ask a question of which you know the answer and you will answer chorally in the target language.

3. Finally I will ask a question of which you don’t know the answer. You will make it up. But...• You must guess in the target language.• You can use proper nouns.• When you guess, surprise me.

(If you don’t surprise me, I’ll surprise you.)

Your Turn

Spanishw

how many?

French

how many?

German

how many?

shéi?

shénme?

zài nǎli?

shénme shíhou?

zěnyàng?

nǎge?

duōshǎo?

Mandarin

wèishénme?

English

How to

Classroom &

TPRSClassroom &

A typical TPRS® week

Monday

Monday✓ talk about weekend✓ introduce vocabulary✓ background info about characters

Talk about weekend

Have students write 3 activities they did

over the weekend in the target language

Don’t allow boring answers

Let them “lie”

Coach how to “play the game”

Use PQA skill to get details

Enrichment Activities

“Kindergarten Day”

Choose a children’s book appropriate to

students’ level

Set up like elementary school

Read the book “infant style”

Use circle skill to increase

comprehensible input

Allow students to bring in snacks or

stuffed animals

Make it fun!

“Kindergarten Day” Demo

song cloze activity

Choose a song appropriate to students’ level

Copy lyrics for students with some

words missing

Have students try to fill in the words as

they listen to the song

Choose children’s songs, popular music,

or learning songs

Tuesday

✓ review character info✓ introduce problem✓ attempt to solve the problem✓ solve the problem

Free voluntary reading

Create a reading library in your

classroom

Give students time to read any book, magazine, or

newspaper in the target language they

choose

Model good reading habits

Hold students accountable with a

reading log

Sing & gesture song

Create gestures or a dance for the week’s

Have students sing & gesture/dance to

practice song

Song & Dance Demo

Wednesday

✓ add background info to reading✓ add a student as a parallel character✓ add background info about student

Timed-writing

Goal: write 100-word story

in the target language in 5

minutes

Start at 10 minutes

Decrease time when class average hits

100 words

Keep track of word count but not for

Grade 2 per quarter based on quality of

writing

Absolutely the BEST way to assess true

writing ability!

Thursday

✓ read and translate story✓ add details to story✓ dramatize story

Free voluntary reading

Sing & gesture song

Friday

✓ read novel✓ develop background info & details✓ add a parallel character✓ dramatize 1 or 2 pivotal scenes

Song competition

Divide the class into two teams

Have them compete on who sings the

loudest

Alternate line by line or stanza by stanza

Story Strip

Use a comic strip to ask a story

Great review of week’s words and

structures

Use same story techniques as asking

a story with actors

Story-Strip Demo

Assessmentsand

Grading

AcademicGrade

Base grades on proficiency levels

rather than number of assignments

turned in

Beginner

Novice

Intermediate

Proficient

Advanced

Use skills rather than products to assess students

Assess students on skills

Grading Categories

Culture

Listening Comprehension

Reading Comprehension

Writing

Speaking

50-60% of grade should be dedicated

to speaking and writing

20-30% of grade should be dedicated

to listening and reading

Only 3 assessments per grading

category per quarter

2 formative assessments in the form of quizzes prior to

the quarter/semester exam

1 summative assessment as a section of the quarter/

semester exam

Each section is evaluated and recorded in grade

book SEPARATELY

Culture Assessments

10-20 multiple-choice or true/false questions based on culture studied

Culture Ideas

Holidays & festivals

Capitals and major cities

Currency

Interesting facts from various places

(think really strange or different)

Try to include things from all of the countries/regions that

speak your language

Listening & Reading Assessments

Story-based

Listening or reading prompt is a story in the target language

10-20 content-based, multiple-choice or true/false

questions IN ENGLISH!!!

Picture-based

Listening or reading prompts are sentences

based off of pictures

Students choose the picture that best fits with the sentence

Drawing-based

Listening or reading prompts are steps to draw a picture

Students draw what they read or are told

Writing Assessments

Formative Assessments

(quizzes)

Choose at random at least 2 of your students’ weekly timed-writings

Summative Assessments

(quarter/semester exams)

Students write a minimum of a 100-words story

Story is based either on vocabulary (given in

English), structure (implicitly stated), or pictures

Assessing writing

Assess solely on comprehensibility and

complexity

Level 1 ➙ kindergarten/1st grade = B

Level 2 ➙ 2nd grade = B

Level 3 ➙ 3rd grade = B

Level 4/AP ➙ 4th grade = B

Increase or decrease grade based on above standards

Speaking Assessments

Formative Assessments

(quizzes)

Students form groups of 4 or 6 depending

on class size

Students create story and draw it out in boxes (1 box per student in group)

LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!!

Have groups tell their story to the class—each student

is responsible for 1 box

Summative Assessments

(quarter/semester exams)

Students are given a picture story to look at

Students tell the story to you at your desk

(level 1 = 30 sec / level 2 = 1 min / level 3 = 1.5 min / level 4 = 2 min)

Students get twice as much time to look at the picture

to gather their thoughts

Assessing Speaking

Assess solely on comprehensibility and

complexity

Assess students individually, not based

on the group

Participation/effort is not a grade!

Do not grade on behavior.

No more than 1 assessment per

week(sometimes 2)

Don’t assess writing or speaking during

1st quarter of level 1

All quizzes are UNANNOUNCED

Goal is 80% of students earning 80% or better—if not, reteach and reassess

Participation

Students start with 70 participation

points per quarter

Students earn participation points

(1 at a time) by...

Speaking in target language

Answering questions

Acting in stories

Writing over 100 words on a timed writing or

improving their word count over the previous week

Anything else that leads towards

language acquisition

Students lose participation points

(5 at a time) by...

Speaking in English

Hall/bathroom passes

Absences

Tardies

Behavior issues

Anything that detracts from language acquisition

Students may make up participation points

(5 at a time) by...

Writing a 100-word story in the target language

using 10 current vocabulary at least twice

During 1st quarter only of level 1: students can write 10 current vocabulary 3

times each both in English and target language

Participation Grade = Citizenship Grade

90-100 pts = Outstanding

80-89 pts = Satisfactory

60-79 pts = Needs Improvement

0-59 pts = Unsatisfactory

Curriculum Mapbackwards plan

Proficiency

High-frequency vocabulary,

structures, and culture

Divide by 4and determinewhen to teach

Divide in half and write semester

Divide in half again and write 1st & 3rd

quarter exams

Break your quarters into weekly lessons

teaching 3-6 phrases per week

Write your quizzes for each lesson

Write your stories(weekly lessons)

A different kind of professional development.™

Scott Benedictscott@teachforjune.com

✓workshops✓webinars✓webinars on demand™✓webverstiy™✓coaching✓consulting

tprs® beginning workshop 2012

language teaching

target language

asecond language

students canspeak

monitor hypothesis

input hypothesis

natural order hypothesis

initial learning

Education

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workshop practice beginning - machining tools

beyond the workshop: job embedded learning for beginning...

tprs workshop presentation 2013

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beginning billing workshop practitioner colorado medicaid...

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tprs® beginning workshop 2012-philadelphia

beginning in 2014-15 dtc spring workshop january 22, 2013