libro de ingles 651654

TPR Storytelling

Student’s Book

English Level 1

UTCJ English Academy TPRS level 1

TPR Storytelling

First Story


TPR Storytelling

Story 1A – Hungry Dog

Vocabulary

runs looks puts buys pieces potatoes goes morning

Eugene, a boy, ____________ to the supermarket “Pueblo”. It’s 9:30 in the ____________.

He ____________ salad, bread, and 25 ____________. At home, he ____________

everything in the kitchen. The dog ____________ to the table and ____________ at the bread.

He eats 15 ____________ of bread!


TPR Storytelling

1A1. Grammar Through Actions. Personal Pronouns and Simple present.

A. Eugene

B. He

goes

goes

to the supermarket.

to the supermarket.

A. Sara

B. She

goes

goes

to school.

to school.

A. The dog

B. It

goes

goes

to the table.

to the table.

A.I

B. You

go

go

to the park.

to the park.

A. Thomas and Sara

B. They

go

go

to the supermarket.

to the supermarket.

A. Thomas, Sara, and I

B. We

go

go

to school.

to school.

1A2. TPR pronouns and verb tense with the students.

During this activity the teacher will call out for one volunteer. The teacher will then say “A” as written in the boxes modifying only the names. The volunteer will reply using “B” as in the boxes.

Teacher: “Carlos and Maria go to church.”

Student: “They go to church.”


TPR Storytelling

1A3. Fill out the blanks. Use the correct personal pronouns and verb tenses.

1. (Carlos and Elizabeth) ______________ run to the table.

2. (Javier) ______________ buys 25 potatoes.

3. (The dog) ______________eats all the bread.

4. (Javier and I) ______________ put everything on the table.

5. The boys ______________ (look/looks) at the girls.

6. She ______________ (put/puts) the food in the fridge.

7. I ______________ (eat/eats) a burrito every morning.

8. We ______________ (runs/run) to school.

9. Carlos ______________ (go/goes) to the park.

10. The dog______________ (put/puts) the bread and the potatoes on the floor.

1A4. Read the story “Hungry Dog” again and answer the following questions.

1. Where does Eugene go? ______________________________________________________.

2. What does he buy? __________________________________________________________.

3. Where does he put everything? _________________________________________________.

4. Who runs to the table? ________________________________________________________.

5. What does the dog look at? ______________________________________________________.

6. What is the name of the supermarket? ___________________________________________.

7. How many potatoes does he buy? _________________________________________________.

8. What time is it? _________________________________________________.

9. Who eats the bread? _________________________________________________.

10. How many pieces does it eat? _________________________________________________.


TPR Storytelling

Syllabus Themes:

1. Identify things and people

Items : There is, a person, that’s

Situation : You are looking at a friend’s picture. Tell him/her what you notice. Ask him/her what certain things are.

2. Spell in English

Items: English Alphabet

Situation: You’ve just met an English speaker. Spell your name out for him/her. (Teacher, the students can also spell the vocabulary for this and other lessons)

3. Express likes and dislikes

Items: I like, I don’t like, I prefer

Situation: Tell your classmates if you like certain things

Teacher’s Note: You can also use these activities as warm-ups or ice breakers.


TPR Storytelling

Second Story


TPR Storytelling

Story 1B - The Clumsy Dad

Vocabulary

making sits puts reading dining room speaking

Sara, a Cuban girl, is ____________ a meat sandwich. She ____________ the sandwich on

a chair. Mom is ____________ with Dad in the ______________________.

Dad enters the kitchen. He is ____________ a small book. Oh my!

He ____________ on the sandwich.


TPR Storytelling

1B1. Grammar through Actions. Present Continuous.

A. Eugene

B. He

Is

is

making

making

a meat sandwich.

a meat sandwich

A. Sara

B. She

Is

is

playing

playing

soccer.

soccer.

A. The dog

B. It

Is

is

running

running

in the park.

In the park.

A.I

B. You

am

are

doing

doing

my homework.

Your homework.

A. Eugene and Sara

B. They

are

are

eating

eating

a meat sandwich.

a meat sandwich

A. Eugene, Sara, and I

B. We

are

are

watching

watching

a movie.

a movie.

1B2. TPR pronouns and verb tense with the students.


Teacher: “Felipe and Carlos are eating a burrito.”

Student: “They are eating a burrito.”


TPR Storytelling

1B3. Unscramble the sentences. (Teacher, you can also bring flash cards so they can use this activity on the board)

1. doing/ is/ She/ homework/. ________________________________________.

2. a movie/ are/ watching/ They/. ______________________________________.

3. are/ We/playing/ in the park/. ________________________________________.

4. I/ eating/ am/ a burrito/. ________________________________________.

5. Carlos/ playing/ is/ soccer/. ________________________________________.

6. The boys/studying English/ are/. ________________________________________.

7. Perla/ crying/ is/. ________________________________________.

8. are/ you/ listening/ to music/. ________________________________________.

9. The/ dog/ eating/ is/ all the bread/. ________________________________________.

10. Working/ It/ is/. ________________________________________.

1B4. Fill out the blanks.

1. Carlos ____________ (go/goes/going) to the park.

2. Sara is ____________ (eat/eats/ eating) a burrito.

3. They are ____________ (play/plays/playing) soccer.

4. I ____________ (go/goes/going) to school every day.

5. I am ____________ (do/does/ doing) my homework.

6. We ____________ (put/puts/putting) everything on the table.

7. We are ____________ (speak/speaks/speaking) in the classroom.

8. She is ____________ (read/reads/ reading) a book.

9. He ____________ (look/looks/looking) at the teacher.

10. The computer is ____________ (work/works/working) well.


TPR Storytelling

1B5. Read the story “The Clumsy Dad” again and answer the following questions.

1. Who is the girl? ________________________________.

2. Where is she from? ________________________________.

3. What does she make? ________________________________.

4. What kind of sandwich is it? ________________________________.

5. How many does she make? ________________________________.

6. Does Sarah make a tomato and lettuce sandwich? ________________________________.

7. Where does she put the sandwich? ________________________________.

8. What are Mom and Dad doing? ________________________________.

9. Where is Dad? ________________________________.

10. Where does he enter? ________________________________.

11. What is Dad doing? ________________________________.

12. What is the book like? ________________________________.

13. Does Dad eat the sandwich? ________________________________.

14. Where does Dad sit? ________________________________.

15. Why does he sit on the sandwich? ________________________________.


TPR Storytelling

Exercise 1B6

Write your own story using the combined vocabulary of stories 1A and 1B.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Draw your version of the story.


TPR Storytelling

Draw your friend’s version.

Syllabus Themes:1. Presentation. (Rubric)

Items : Cardboards, power point slides, etc.

Situation : Present your version of the combined stories to the class.

2. Use simple greetings

Items: Hello! Good Morning! Good Afternoon! Good Evening!

Situation: You see a friend during your day. Greet him/her appropriately.

(You can use this last activity as an ice breaker)


TPR Storytelling

Retention Test “Hungry Dog”.

Directions: After reading the story, indicate true or false for each of the statements that follow.

A. John, the little boy, runs to the “Giant “supermarket. It is 7:45 in the morning. He buys bread, three pencils, and some potatoes. At home, he puts everything on the table. The dog goes to the table and looks at the potatoes. He does not eat John’s pencils. He goes to the supermarket and buys some more potatoes.

1. The little boy’s name is “Giant”. __________

2. He runs to school. __________

3. He buys potatoes in the morning. __________

4. He puts the pencils, bread and potatoes in the supermarket. __________

5. John eats all the potatoes. __________

6. He goes to the supermarket to buy more potatoes. __________

7. The dog does not eat the pencils. __________

8. The dog is at home. __________

Directions: Fill in the space with the most appropriate answer from the choices in the box.

is and She house supermarket notebook The table puts eats

B. Mary, the little girl, runs to the ______________ “Acme”. It ______________ 7:20 in the morning. ______________ buys bread, a notebook, ______________ 3 potatoes. At home, she______________ everything on the table. ______________dog goes to the table and ______________the potatoes. He does not eat Mary’s ______________. She goes to the supermarket and buys other potatoes.


TPR Storytelling

Retention Test “The Clumsy Dad”.

Directions: After reading the story, indicate true or false for each of the statements that follow.

A. Laura, a Mexican girl, makes a meat sandwich. She puts the sandwich on a large chair. I speak with Mom in the dining room. Mom enters the kitchen. She reads a book. She sits on the chair! My goodness!

1. Mom eats a meat sandwich. __________

2. The Mexican girl’s name is Laura. __________

3. I am in the dining room. __________

4. There is a large chair with a sandwich on it. ______________

5. Mom is reading. __________

6. She enters the kitchen. __________

7. She sits on the table. __________

8. Mom sits on a book. __________

Directions: Fill in the space with the most appropriate answer from the choices in the box.

Mexican on meat sandwich with He sits down reads the sandwich a

Ana, a ______________ girl, makes a ______________ sandwich. She puts the sandwich ______________ a large chair. Her sister speaks ______________ Dad in the dining room. Dad enters ______________ kitchen. He ______________ a book. ______________ on the ______________! My goodness!


TPR Storytelling

Third Story


TPR Storytelling

Story 1C – What a Trade!

Vocabulary

sells feet scarf house carries looks at money large brother

cousins


TPR Storytelling

My uncle is a very cool guy. He has one son and one daughter. They are my ____________. My father is my uncle’s_______________. My uncle ____________ tortillas. He is in front of the market. He has ____________ sandals on his ____________. A woman ____________ the tortillas. She has no ____________. She gives her pretty ____________ to the man. He ____________ 45 tortillas to the woman’s ____________.

Meet the Smith family!


TPR Storytelling

1C1. Grammar through Actions. Family members, adjectives, likes and dislikes.

My father/mother

He/she

is

is

tall.

tall.

My father/mother/brother/

He/she

has

has

large sandals.

large sandals.

I

You

am

are

old.

old.

I

You

have

have

short hair.

short hair.

My brother and sister

They

are

are

young.

young.

My uncle and aunt

They

have

have

long hair.

long hair.


TPR Storytelling

1C2. TPR adjectives with the students.

1C3. Describe family and self.

1C4. Fill out the blanks

1. My mother__________ (is/are/am) very pretty.

2. My father __________ (is/are/am) chubby.

3. My brother __________ (is/are/am) tall.

4. My sister __________ (is/are/am) short.

5. My uncle __________ (is/are/am) grumpy.

6. My aunt __________ (is/are/am) kind.

7. I __________ (is/are/am) intelligent.

8. My grandparents __________ (is/are/am) very sweet.

9. My cousins __________ (is/are/am) evil.

10. I__________ (have/has) long hair.

11. My mom __________ (have/has) pretty eyes.

12. My father __________ (have/has) big feet.

13. My sister __________ (have/has) long hair.

14. My cousins __________ (have/has) dark skin.

15. My grandparents __________ (have/has) blue eyes.

1C5. Read the story “What a trade again”. Answer the questions.

1. Who sells flat bread? _______________ 6. Who is going to the market?__________________

2. Where is the man? _______________ 7. What is the woman like? _______________


TPR Storytelling

3. What does he have? _______________ 8. What does the woman have? _______________

4. What are the sandals like? _______________ 9. What is the scarf like? _______________

5. Where are the sandals? _______________ 10. Who gives the scarf to the man? ____________

IC6. Write 10 commands and act them out using classic TPR with your partner. Use vocabulary from the 3 lessons.

1. _____________________________________________________________________.

2. _____________________________________________________________________.

3. _____________________________________________________________________.

4. _____________________________________________________________________.

5. _____________________________________________________________________.

6. _____________________________________________________________________.

7. _____________________________________________________________________.

8. _____________________________________________________________________.

9. _____________________________________________________________________.

10. _____________________________________________________________________.

Syllabus Themes:1. Express likes /dislikes

Items : Do you like…? Yes, I do/No, I don’t (Tell your student to bring props)

Situation : You start a conversation with your new friend by asking whether he/she likes certain foods. He/she will answer you (play carrousel with this activity and use it as an ice breaker)

2. Use simple greetings

Items: Hello! Good Morning! Good Afternoon! Good Evening! How are you? How you doing?

Situation: You see a friend during your day. Greet him/her appropriately.


TPR Storytelling

(You can use this last activity as an ice breaker, too)

Fourth Story


TPR Storytelling

Story 1D – He Speaks!

Vocabulary

children eats rock ice cream walks speaks asks


TPR Storytelling

There are two small _______________ in the village. One is eating _______________ and the other corn. He _______________ 60 pieces of corn! Then a horse _______________ through the village. He sits on a _______________. “Where is the center of town?” _______________ the horse. “He _______________!” the children shout.

1D1. Listen to the story and answer the following questions. Teacher reads.

1. Who is eating ice cream? ________________________________________________

2. Where does the horse sit? ________________________________________________

3. What does the boy eat? ________________________________________________

4. What are the children like? ________________________________________________

5. How many horses are there? ________________________________________________

6. How many children are there? ________________________________________________

7. What does the horse ask them? ________________________________________________

8. Does the horse speak? ________________________________________________

1D2. Read the following story and indicate true or false for each of the statements that follow.

A. There are two big kids in the town. Their names are Juan and Pedro. Juan is tall and chubby. Pedro is also tall but thin. Juan eats bread and Pedro corn. He eats 60 pieces of corn. He really likes it! Then a white horse goes through the town. He is hungry and tired. He sits on a table. The horse looks at the boys. “Where is the restaurant?” the horse asks. “Oh my God, he speaks!” shout the kids.

1. There is one kid in town. __________

2. Pedro eats 60 pieces of bread. __________

3. The kids are big. __________

4. The kid that eats the corn is a boy. __________

5. The kids shout because the horse speaks. __________


TPR Storytelling

6. The horse sits on the table. __________

7. The horse is not hungry. __________

8. The kids ask where the restaurant is. __________

9. The horse speaks. __________

10. Juan is chubby. __________

Exercise 1D3

Write your own story using the combined vocabulary of stories 1C and 1D.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



TPR Storytelling




Situation : Present your version of the combined stories to the class. This time use ESP vocabulary.


TPR Storytelling

Main Story #1- Crunchy Salad

The dog’s house is in the center of town. There are two big rocks and a potato in front of the house. The dog sets up a table in front of the house. He makes 51 sandwiches and puts them on top of the table. The dog sells the sandwiches quickly. He looks at the potato. The dog prepares a salad with the potato. A woman buys the potato salad. “There’s a stone in my potato salad”, she shouts.

True or False

__________ 1. There is a market in front of the house.

__________ 2. Two rocks are in front of the house.

__________ 3. The house that has two rocks in front belongs to the dog.

__________ 4. The dog puts a rock in front of the town plaza.

__________ 5. The dog makes a lot of sandwiches.

__________ 6. The dog puts the sandwiches under the table.

__________ 7. Dad looks at the sandwiches.

__________ 8. A girl buys the potato salad.

__________ 9. There is a rock in the woman’s salad.

__________ 10. The woman shouts.

Correct the above incorrect sentences.


TPR Storytelling

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Questions:

1. Whose house is it? __________________________________________________________

2. What is in front of the house? ____________________________________________________

3. What is the dog doing? __________________________________________________________

4. Why is the woman shouting? _____________________________________________________

Questions for a classmate:

Name of the classmate_____________________________________

Your questions Classmate’s answer:

Who ?

Where ?

How many ?

How ?

Listen…


TPR Storytelling

Listening Activity:

1._____ 4. _____ 7. _____ 10. _____

2._____ 5. _____ 8. _____ 11. _____

3._____ 6. _____ 9. _____ 12. _____


Vocabulary:

buys front puts sets up there’s

center house quickly shouts with

dog’s potato rocks table

Complete with the appropriate words.

The _______________ house is in the _______________ of town. There are two big _______________

and a potato in _______________ of the house. The dog _______________ a table in front of the _______________. He makes 51 sandwiches_______________. He looks at the _______________. The dog prepares a salad _______________the potato. A woman _______________ the potato salad.

“_______________ a stone in my potato salad!” she _______________.

Invent another story:

__________________________________________________________________________________________________________________________________________________________________________


TPR Storytelling

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Make cartoon drawings of your story:


TPR Storytelling

Write a summary of the main story.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TPRS DIARY

Write what you learned during this unit.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


TPR Storytelling

__________________________________________________________________________________________________________________________________________________________________________

How do you feel at the end of this unit? Check on your answer.

Autonomous (Excellent): _________

Outstanding (Very good): _________

Competent (Good): _________

Not Competent (Bad): _________

Give your reasons:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Fifth Story


TPR Storytelling

Story 2A - A Quarter?


TPR Storytelling

Vocabulary

bag eggs hungry market pays removes slowly

At the _______________, an old woman puts some Ritz crackers in her _______________. She also puts 3 apples and _______________ in the bag. She _______________ $11 at the cash register. At 2:15 she is _______________. She buys a burrito and eats it _______________. She_______________ 25 cents from the burrito!

Exercise 2A1. Grammar through Actions. How much is…?

A. How much

B. It

is

is

this

twenty

shirt?

dollars.

A. How much

B. It

is

is

that

fifty

Jacket?

dollars.

A. How much

B. It

is

is

it

just

for a burrito?

10 pesos.

A. How much are those Jeans?


TPR Storytelling

B. They are

fifty-five

dollars.

A. How much

B. It

is

is

for

100

Everything?

pesos.

A. How much

B. It

is

is

for

100

a shirt, a jacket, and a burrito?

pesos.

2A2. TPR How much is…? with the students. Numbers from


Teacher: “Felipe how much is a burrito at the cafeteria?”

Student: “It’s 10 pesos” (play carrousel with all the students, bring props)

2A3. Read the following story. Fill in the space with the most appropriate answer from the choices in the box.

market crackers take out eggs also hungry pay it from go

At the__________ some old ladies put some__________ in their bags. They__________ put 3 apples and the __________ in the bags. They __________$11 at the register. At 2:15 they are__________. A woman buys a hamburger and eats__________ quickly. She removes 10cents__________ the burger!

2A4. From the choices given bellow; choose the one best completion for the sentence in English.

1. He__________ $5 at the cash register. (play/eats/pays)2. I buy__________ and I eat it quickly. (bag/a dog/bread)3. They also put an apple and 6 eggs__________ the bag. (in/of /for)


TPR Storytelling

4. He removes 10cts__________ the sandwich! (at/on/from)5. An__________ man puts some crackers in his bag. (egg/bag/old)6. At 2:15 he__________ hungry. (is/ are/has)7. At the market, a woman__________ to the register quickly. (is/are/goes)8. __________ eats a very large ice cream at the supermarket. (Mary/I/you)

2A5. Answer the following questions.

1. Who puts the crackers in the bag? _____________________________________.2. What is the woman like? __________________________________________.3. Where is the woman? __________________________________________.4. What else does she put in the bag? ____________________________________.5. How many apples does she put in the bag? ______________________________.6. How much does she pay? __________________________________________.7. Where does she pay? __________________________________________.8. Who is at the cash register? __________________________________________.9. What is the woman like at 2:15? ______________________________________.10. Does the woman buy a sandwich? ________________________________.11. What does she buy? __________________________________________.12. Why does she buy a burrito? __________________________________________.13. Does she eat the burrito quickly? _______________________________.14. What does she remove from the burrito? _______________________________.15. Does she remove the quarter at 2:15? _________________________________.

2A6. Make questions.

1. How much is __________________________________________?2. Who __________________________________________?3. What __________________________________________?4. Where __________________________________________?5. How many __________________________________________?6. Does she__________________________________________?7. Does he __________________________________________?8. What does he__________________________________________?9. When does she__________________________________________?10. Why does he__________________________________________?

Syllabus Themes:


TPR Storytelling

1. Purchase items at store

Items : How much is it? Quarters, dollars, pesos, I need … (pair work, each student brings own props) ________________________________________________________________________

Situation : You need a couple of items from the store while on vacation. Ask the salesperson how much things are and make a purchase (play carrousel with this activity and use it as an ice breaker)

2. “Count” me in!

Items : Numbers from 1-20,(30,40,50,60,70,80,90,100 if possible)

Situation: You are telling your number written on a tag to a person asking you “What number are you?”(Each student bring own props)___________________________________________________

Sixth Story


TPR Storytelling

Story 2B – Don’t Cut, Doctor!


TPR Storytelling

Vocabulary

butter coupons cuts He is needs November soup

It _______________ December 20th. Doctor Cortes _______________to buy groceries. There is a newspaper on a table._______________ takes the newspaper and looks at the _______________. There are many coupons. He finds one for _______________. It is 75 cents. He finds another for vegetable _______________. It is 50 cents. He_______________ all the coupons. But, Oops! The newspaper is from _______________ 20th. Poor Doctor Cortes!

Exercise 2B1. Grammar through Actions. There is, There are

A. There

B. There

is

are

a boy

20 boys

in the classroom.

in the classroom.

A. There

B. There

is

are

a marker

2 markers

on the desk.

on the desk.

A. There is 1 white board in the classroom.


TPR Storytelling

B. There are

2 white boards

in the classroom.

A. There

B. There

is

are

some

some

milk in the fridge.

tomatoes in the fridge.

A. There

B. There

is

are

too much

too many

crime in the city.

Criminals.

A. There

B. There

is

are

a lot of

a lot of

money in the ATM.

ATM’s in the city.

2B2. TPR There is, There are with the students. Use props.

During this activity the teacher will call out for one volunteer. The teacher will then say “A” as written in the boxes modifying only the names. The volunteer will reply using “B” as in the boxes. Then switch.

Teacher: “There is a red car in the parking lot”

Student: “There are 5 red cars in the parking lot”

Exercise 2B3. Complete the sentences.

1. There is ____________________________________________in the classroom.2. There are many _____________________________________in the laboratory.3. There is some ______________________ in the fridge.4. There are__________________________________________________________.5. There is____________________________________________________________.6. There is____________________________________________________________.7. There are __________________________________________________________.8. There are __________________________________________________________.


TPR Storytelling

Exercise 2B4

Read the following story. Fill in the space with the most appropriate answer from the choices in the box.

of needs newspaper pays are for all from is finds

It’s the 4th__________May. Professor Smith __________to buy groceries. He takes the __________ and looks at all the coupons. He __________ one for salad. It __________ $1.75. He finds another __________tomato soup. It’s 80cts. He cuts __________ the coupons. But it’s the newspaper __________the 4th of March!

Exercise 2B5

Directions: From the choices given, choose the one best completion for the sentence in English.

1. He has a coupon__________ the butter (four/at/ for)2. __________ February 12th. (It’s/Has/Is)3. They __________ the newspaper and look at the kids. (take/sees/ talking)4. He cuts __________ the newspaper pages. (in/of/all)5. The teacher, Mr. Smith, needs __________ groceries. (have/go/to buy)6. It __________ 75cts. (a/is/are)7. But it’s the newspaper __________ the 20th of November! (from/is/with)8. The __________ doctor eats all the vegetable soup. (old/am/are)

Exercise 2B6. Write TPR Commands and have your partner act them out for you. Use vocabulary from stories 2A and 2B.

1. ____________________________________________________________________________.

2. ____________________________________________________________________________.

3. ____________________________________________________________________________.

4. ____________________________________________________________________________.

5. ____________________________________________________________________________.


TPR Storytelling

6. ____________________________________________________________________________.

7. ____________________________________________________________________________.

8. ____________________________________________________________________________.

9. ____________________________________________________________________________.

10. ____________________________________________________________________________.

11. ____________________________________________________________________________.

12. ____________________________________________________________________________.

13. ____________________________________________________________________________.

14. ____________________________________________________________________________.

15. ____________________________________________________________________________.

Syllabus Themes:

1. Describe newspaper pictures

Items : There are, I see, pictures of… (pair work, each student brings own props)

Situation : As a friend is describing photos from a newspaper, you say what you notice.

Exercise 2B7


______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


TPR Storytelling

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




TPR Storytelling



Situation : Present your version of the combined stories to the class.

Seventh Story


TPR Storytelling

Story 2C – Crybaby


TPR Storytelling

Vocabulary

bread cheese cries English everything floor hungry trips

Thomas, an____________ boy, is going to the supermarket. He is very ____________. He looks for the____________, ice cream, and ham. He puts ____________ in his basket. He ____________ on the ____________. Everything spills on the ____________. Thomas ____________ and cries

2C1. Listen to the story and answer the following questions. Teacher reads.

1. Who is the boy? ___________________________________________________

2. What is his nationality? ___________________________________________________

3. Is he very hungry? ___________________________________________________

4. Does he look for milk? ___________________________________________________


TPR Storytelling

5. Where does he put the groceries? ___________________________________________________

6. On what does he trip? ___________________________________________________

7. What happens when he trips? ___________________________________________________

8. Does everything spill? ___________________________________________________

9. Is Thomas fine? ___________________________________________________

10. Why does he cry so much? ___________________________________________________

2C2. Read the following story and fill in the space with the most appropriate answer.

boy to very it ham his floor over cries underneath

Charles, an American_______________, goes_______________ to the market. He is _______________ hungry. He looks for the potatoes, the bread, and the _______________. He puts everything in _______________basket. He trips _______________ the tomato. The potatoes spill on the _______________. Charles cries and _______________.

2C3. Complete the sentences with the words in parentheses.

1. They put everything in their _______________. (buy/eats/baskets)2. John, a Cuban boy, _______________ to the supermarket. (go/goes/going)3. He trips on _______________ cheese. (the/an/those)4. _______________ is very hungry. (They/You/She05. Everything _______________ on the floor. (they/spills/she)6. He _______________ the bread, the cheese, and the ham. (meat/look/looks for)7. _______________ cries and cries. (Ellen/Marc and Ann/I)8. Victor, a _______________ boy, goes to school. (Spanish/north/England)

Eighth Story


TPR Storytelling

Story 2D – Crazy Choto


TPR Storytelling

Vocabulary

and blue crashes going grabs spills throws red

At 9:30, Choto_______________ Theresa are _______________ to the park. Theresa removes 3 balls. They are _______________, ______________, and white color. She____________ the red one. Choto runs and _______________ the ball. Watch out! He_______________ with a girl and_______________ her lemonade.

Exercise 2D1. Grammar through Actions. To have and colors

A. Sara

B. She

has

has

a red

a red

car.

car.

A. Thomas has 3 blue uniforms.


TPR Storytelling

B. He has

3 blue

uniforms.

A. I

B. You

have

have

a yellow

a yellow

pair of shoes.

pair of shoes.

A. Sara and Thomas

B. They

have

have

a black and white

a black and white

dog.

dog.

A. Sara, Thomas and I

B. We

have

have

green

green

eyes.

eyes.

A. Thomas and You

B. You

have

have

a lot of

a lot of

money in the bank.

money in the bank.

2D2. TPR Have and colors with the students. Use props.

During this activity the teacher will call out for one volunteer. The teacher will then say “A” as written in the boxes modifying only the names. The volunteer will reply using “B” as in the boxes. Then switch.

Teacher: “I have a red pencil in the pocket”

Student: “You have a red pencil in the pocket”

2D3. Answer the following questions.

1. Who is going to the park? ________________________________________________2. At what time do they go? ________________________________________________3. Who has the balls? ________________________________________________4. How many does she remove? ________________________________________________


TPR Storytelling

5. What color are they? ________________________________________________6. Is there a black ball? ________________________________________________7. What does she do with the red one? ________________________________________________8. Does she throw it quickly? ________________________________________________9. Who runs after the ball? ________________________________________________10. Does he grab the ball with his mouth or his paw? ____________________________________11. What does Theresa shout? ________________________________________________12. Why does she shout, “Watch out!”? _______________________________________________13. Does Theresa cry? ________________________________________________14. Does her milk spill? ________________________________________________15. Is there a problem? ________________________________________________

2D4. Fill out the blanks with the words in parentheses.

1. He crashes into the little boy and____________ Coca-Cola spills. (his/hers/our/ours)2. Beth takes out six___________. (paper/pencil/eggs/ let’s go)3. Choto runs and__________and the girl. (speaking/eat/are/grabs)4. Theresa has _________balls. (a/an/one/four)5. They___________ red, white and blue. (are/am/is/goes)6. She throws the red_________. (it/them/are/one)7. ____________ The bad dog is running through the park. (Careful! / Hello! / Goodbye!)

2D5. Read the following story and fill out the spaces with the appropriate word.

At blue small go balls girls look out girl spills red

__________ 12:30, Choto and Ann __________ to the big park. Ann removes 3 __________. They are white, __________ and red. She throws the __________ one. Choto goes quickly and grabs the ball.__________! He crashes into a little __________. She __________ the Coca-Cola on her feet.

Exercise 2D6

Write TPR Commands and have your partner act them out for you. Use vocabulary from stories 2A and 2B.

1. ____________________________________________________________________________.


TPR Storytelling

2. ____________________________________________________________________________.

3. ____________________________________________________________________________.

4. ____________________________________________________________________________.

5. ____________________________________________________________________________.

6. ____________________________________________________________________________.

7. ____________________________________________________________________________.

8. ____________________________________________________________________________.

9. ____________________________________________________________________________.

10. ____________________________________________________________________________.

Syllabus Themes:

2. Identify colors

Items : Here’s, the colors, I have (pair work, each student brings own props)

Situation : You’ve just purchased several items. Tell your friend what you have identifying the color of each.

Exercise 2D7


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TPR Storytelling

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TPR Storytelling



Situation : Present your version of the combined stories to the class. Use ESP vocabulary.

Main Story #2- Beware of the Dog!

An old man and his dog go to a huge market. They need apples, lemonade, and eggs. The dog is hungry. He finds an ice cream on the floor. He eats all the ice cream. There is a little girl at the cash register. The


Let’s get ready for the final Main Story!

TPR Storytelling

old man looks at the girl. She looks at the dog. “Dogs are prohibited in the market!” the girl shouts. The girl grabs the dog and puts him in a big basket. The man slowly takes out $35. He pays the girl for the food. The dog cries.

True or False

__________ 1. It is a small market.

__________ 2. The dog is with a big boy.

__________ 3. They need lemonade and apples.

__________ 4. The old man is hungry and buys some sandwiches.

__________ 5. The dog eats the ice cream that’s on the floor.

__________ 6. The ice cream is on the floor of the market.

__________ 7. The girl is at the cash register.

__________ 8. The dog looks at the man.

__________ 9. The girl puts the dog in the basket.

__________ 10. The dog removes $35 slowly.

Correct the above incorrect sentences.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Questions:


TPR Storytelling

5. What is on the floor? __________________________________________________________

6. Who goes to the market? ____________________________________________________

7. Is there a boy in the box? __________________________________________________________

8. How does the man remove the money? ______________________________________________

Questions for a classmate:

Name of the classmate_____________________________________

Your questions Classmate’s answer:

Who ?

Where ?

How many ?

How ?

Listen…

Listening Activity:

1._____ 4. _____ 7. _____ 10. _____

2._____ 5. _____ 8. _____ 11. _____

3._____ 6. _____ 9. _____ 12. _____


Vocabulary:


TPR Storytelling

big for grabs lemonade register

cries girl hungry man slowly

dog go is on

Complete with the appropriate words.

An old_______________ and his dog _______________ to a huge market. They need apples _______________, and eggs. The dog is _______________. He finds an ice cream _______________ the floor. He eats all the ice cream. There _______________ a little girl at the cash _______________. The old man looks at the _______________. She looks at the _______________. “Dogs are prohibited in the _______________!” the girl shouts. The girl _______________ the dog and puts him in a ___________.

basket. The man_______________ takes out #35. He pays the girl _______________ the food. The dog _______________.

Invent another story:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



TPR Storytelling

Make cartoon drawings of your story:

Write a summary of the main story.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TPRS DIARY


TPR Storytelling

Write what you learned during this unit.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How do you feel at the end of this unit? Check on your answer.

Autonomous (Excellent): _________

Outstanding (Very good): _________

Compete nt (Good): _________

Not Competent (Bad): _________

Give your reasons:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


TPR Storytelling

LANGUAGE PASSPORT

Name: ________________________________________________

_____________ _________________________________________

Date of birth: _________________________________________

Place of birth: __________________________________________

______________________________________________________

My languages/ My overseas experience

I speak _____________________________________________________________________

I have visited these countries ___________________________________________________

I have lived in these cities _______________________________________________________

I have studied languages in these schools _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In the past my language class was _____________________________________________________________________________________


TPR Storytelling

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

My proficiency level A1

HABILIDAD A1 A1

LISTENING/ESCUCHAR I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly

Reconozco palabras y expresiones muy básicas y que se usan habitualmente, relativas a mí mismo, a mi familia y a mi entorno inmediato cuando se habla despacio y con claridad.

READ/LEER I can understand familiar names words and very simple sentences for example on notices and posters or in catalogues

Comprendo palabras y nombres conocidos y frases muy sencillas; por ejemplo, las que hay en letreros, carteles y catálogos.

SPOKEN INTERACTION

/CONVERSAR

I can interact in a simple way provided and the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

Puedo participar en una conversación de forma sencilla siempre que la otra persona esté dispuesta a repetir lo que ha dicho o a decirlo con otras palabras y a una velocidad más lenta, y me ayude a formular lo que intento decir. Planteo y contesto preguntas sencillas sobre temas de necesidad inmediata o asuntos muy habituales

SPOKEN PRODUCTION

/HABLAR

I can use simple phrases and sentences to describe where I live and people I know

Utilizo expresiones y frases sencillas para describir el lugar donde vivo y las personas que conozco

WRITING/ESCRIBIR I can write a short, simple postcard for example sending holiday greetings. I can fill in forms with personal details, for example entering name, nationality and address on a hotel registration form.

Soy capaz de escribir postales cortas y sencillas; por ejemplo para enviar felicitaciones. Se rellenar formularios con datos personales; por ejemplo mi nombre, mi nacionalidad y mi dirección en el formulario del registro de un hotel.


TPR Storytelling

My proficiency level A2

HABILIDAD A2 ENGLISH A2 SPANISH

LISTENING/ESCUCHAR

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping local area, employment). I can catch the main point in short, clear, simple messages and announcements,

Comprendo frases y el vocabulario mas habitual sobre temas de interés personal (información personal y familiar muy básica, compras, lugar de residencia, empleo). Soy capaz de captar la idea principal de avisos y mensajes breves, claros y sencillos.

READ/LEER I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

Soy capaz de leer textos muy breves y sencillos. Se encontrar información específica y predecible en escritos sencillos y cotidianos como anuncios publicitarios, prospectos, menús y horarios, y comprendo cartas personales breves y sencillas.

SPOKEN INTERACTION

/CONVERSAR

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I cannot really usually understand enough to keep the conversation going myself.

Puedo comunicarme en tares sencillas y habituales que requieren un intercambio simple y directo de información sobre actividades y asuntos cotidianos, Soy capaz de realizar breves, aunque, por lo general, no puedo comprender lo suficiente como para mantener la conversación por mí mismo.

SPOKEN PRODUCTION

/HABLAR

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

Utilizo una serie de expresiones y frases para describir con términos sencillos a mi familia y otras personas, mis condiciones de vida, mi origen educativo y mi trabajo actual o el último que tuve.

WRITING I can write a short, simple postcard for example sending holiday greetings. I can fill

Soy capaz de escribir notas y mensajes breves y sencillos relativos a mis


TPR Storytelling

/ESCRIBIR in forms with personal details, for example entering name, nationality and address on a hotel registration form.

necesidades inmediatas. Puedo escribir cartas personales muy sencillas; por ejemplo, agradeciendo algo a alguien.

My proficiency level B1 and B2

HABILIDAD B1 ENGLISH B2 ENGLISH

LISTENING I can understand the main points of clear speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV shows on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs shows. I can understand the majority of films in standard dialect.

READING I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

SPOKEN INTERACTION

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

SPOKEN PRODUCTION

I can connect phrases in a simple way in order to describe experiences and events, my dream, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

WRITING I can write simple connected texts on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

I can write clear, detailed text on a wide range of subjects related to my interest. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.


TPR Storytelling

My proficiency level C1 and C2

SKILLS C1 C2

LISTENING I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. I can understand television shows and films without too much effort.

I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

READING I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialized articles and longer technical instructions, even when they do not relate to my field.

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works.

SPOKEN INTERACTION

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skillfully to those of other speakers.

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.

SPOKEN PRODUCTION

I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

I can present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

WRITING I can express myself in clear, well structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the

I can write clear, smoothly flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and


TPR Storytelling

reader in mind. remember significant points. I can write summaries and reviews of professional or literary works.

SELF-ASSESSMENT GRID

WRITE YOUR LANGUAGE GOALS_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


TPR Storytelling


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