recurrent actiongrammar techersguide-1
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- 1.Copyright 2005, 2009 by Elizabeth Kuizenga Romijn. All rights re-served. No part of this book may be reproduced or transmitted inany form or by any means, electronic or mechanical, including pho-tocopying, recording or by any information storage or retrieval sys-tem, without permission from the author, with the followingexceptions: (1) single copies of any portion or of the entire TeachersResource Guide may be made by teachers for their own use; (2) WordSearches and Word Scrambles may be photocopied for classroomuse only; (3) transparencies may be made for classroom use only and(4) pages A, B, C and D (immediately following page 144 in the Unit7 section) may be photocopied for classroom use only to provide thecorrect material for students who have faulty copies of the Level 2Workbook (see the following note). Under no circumstances maycopies of any part or all of the Teachers Resource Guide be sold. Note serious printing error in the Level 2 Workbook for Unit 7: The printers accidentally substituted the Level 1 version of Unit 7 for the Level 2 version in the Level 2 Workbook. We have made an effort toTEACHERS RESOURCE GUIDE for Live Action English Interactive WORKBOOKS 1 & 2 contact people who purchased this faulty version of the first edition of the book, to replace it with a corrected version. If the Workbook(s) you and your students are using do not match the instructions and solutions shown in this Guide, please go to firstname.lastname@example.org to request replacement copies. Or, if your students are already well into the semester when you see this, use the instructions and pages given in this Guide to correct or replace the faulty pages (66-67, 70, 75 and 76 in the Level 2 Workbook). The corrected pages can be found immediately following page 144 in the Unit 7 section. www.cpli.net Please Note:Please email corrections and comments email@example.com. Elizabeth Kuizenga Romijn, 2009
2. Please Note:Instructions framed in single-outlined boxes are only for stu-dents using the Level 1 Workbook, and instructions framed indouble-outlined boxes are only for students using the Level 2Workbook. Any paragraphs not boxed at all are instructionswhich apply to both Workbooks.TEACHERS RESOURCE GUIDE for Live Action English Interactive WORKBOOKS 1 & 2Please Note:If you would prefer to use a guide in the form of a physical bookinstead of downloading this Guide, the entire Guide is includedin the authors book Recurrent Action Grammar (2009). www.cpli.net Elizabeth Kuizenga Romijn, 2009 3. INTRODUCTIONThis Teachers Guide, and the two Live Action English Interactive Workbooks, Level 1and Level 2, have been written specifically to accompany the software Live Action Eng-lish Interactive. These two Workbooks are not a series! Students will not use first onebook and then the other. Rather, they will use one or the other as they make their waythru the software, depending on their level at the time.It is also recommended that, before beginning with the software and the workbooks, sev-eral of the lessons in the book Live Action English be taught first, to familiarize the stu-dents with the procedures of a TPR action series, and to introduce at least the PresentProgressive, the Present, the Simple Past and the Future tenses before venturing intothe software and the workbooks. The author usually begins with page 1, Washing YourHands (great for introducing the Present Progressive tense), and continues with at leastpages 2-7, introducing one per day (or per two days), before getting to the first unit in thesoftware, Good Morning.For a complete guide for beginning with eight of the first Live Action English action se-ries, and an expanded description of the methods used in this guide, see the book Recur-rent Action Grammar (Elizabeth Kuizenga Romijn, 2009, Command PerformanceTEACHERS RESOURCE GUIDE for Live Action English Interactive WORKBOOKS 1 & 2Language Institute).What follows are some notes on two unique properties of the Live Action English courseand curriculum.1. REDUNDANCY IN FORM, VARIETY IN CONTEXTa different way to or-ganize the ESL curriculumWhile most language learning materials present different language forms (verb tenses,modals, subject/verb agreement, adjective/noun word order, formation of questions andnegatives, use of prepositions, etc.) in each chapter or unit of study, along with an intro-duction of new vocabulary and a new context for each, the Live Action English curricu-lum also presents a new context for each lesson (the action series, to be acted out by thestudents), but uses that context to practice very similar language forms each week. So, www.cpli.netfor example, the four tenses included in the curriculum, Present Progressive, Simple Pres-ent, Simple Past, and Future, are often all presented in the same unit, all in real time tocreate a natural context. And most of them are presented in almost every unit (note: thefuture tense is not presented in the first five units). Elizabeth Kuizenga Romijn, 2009This built-in redundancy helps the students to acquire the different forms, as they areconfronted with them repeatedly thruout the semester. In contrast, many beginning ma-terials leave the introduction of the past tense, for example, to the end of the text, so thatthe students who are not present for that particular week miss it entirely. In the Live Ac-tion English course, it cannot be missed, as it is presented again and again thruout thesemester, often in exactly the same way, differing only in vocabulary and context. 4. This is uniquely effective for adult non-credit open-entry/open-exit classes where the stu-dents come and go and attend as their adult lives, full of adult responsibilities to jobs andfamily, allow. But it is even more effective with the students of all ages who attend everyclass session; they are the ones who reap the full benefit of the natural redundancy thiscurriculum format provides.And not only are the language forms reinforced by constant repetition in this format, butthe vocabulary of the action series is also practiced and re-practiced, first in the contextof one verb tense, and then in another and another. So by the end of each unit, the stu-dents have learned and used in context the -ing and past forms of each verb in the par-ticular lesson.But doesnt this redundancy get annoying or boring to the faithfully regular attenders?Not at all. Because the action series, which provide the context of each days class session,are so varied, and so actively and graphically presented and practiced with physical ac-tivity and props and thru natural conversation, that the students have the impression ofanything but redundancy. They have been know to excitedly exclaim at the end of a classsession that this is their favorite feature of these materials: I love this class! We do some-thing different every day!TEACHERS RESOURCE GUIDE for Live Action English Interactive WORKBOOKS 1 & 22. MEANINGS of verb tenses thru REAL TIME CONTEXT and CONTRASTAnother feature provided by this course that is absent in many language teaching mate-rials is the acquisition of not just the formation of the verb tenses, but also natural, real-time contexts for each verb tense, so that its meaning is clear and can be naturallyinternalized by the student who is engaged in the activities. In many materials the focusof the exercises is on the formation of the verb tenses, a left-brain intellectual exercise,and the meanings of the utterances being practiced are all but forgotten for the durationof the exercise.In the Live Action English course presented in this Guide, the right side of the brain isengaged in the holistic experience of the physical activity, so that even as the students arebeing asked to use the correct forms, they are also constantly and fully aware of the mean-ing of what is being said. www.cpli.netTo further reinforce the meanings of the various tenses, this course is also full of con-trastive exercises where the students are asked to use their cognitive skills to consider thedifference in meaning of one verb tense contrasted with another, or often with two or eventhree other verb tenses. This gets some of the more right-brained students to increase Elizabeth Kuizenga Romijn, 2009their awareness of the different verb tenses, encouraging them to engage their internalmonitors of their use of the language (see Krashen). 5. To bring about real acquisition of English, please read this guideand follow the instructions for the classroom activities.It is hoped that the teachers using the Live Action English Interactive Workbooks withtheir students will not limit themselves to just the simple written exercises in the Work-books, but will take the time and effort to read, digest, and use the many TPR activitiesand dictations presented here to help their students to use the language of the action se-ries actively and physically, thereby engaging both sides of the brain for a full and natu-ral language learning/acquisition experience.Please feel free to contact the author at firstname.lastname@example.org with questions or commentsabout the use of any activity or exercise in this Guide. As mentioned above, if you wouldprefer to use a guide in the form of a physical book instead of downloading this Guide, theentire Guide is included in the authors book Recurrent Action Grammar (2009). Thatbook includes additional material and information on the methodology used in the Guide,forming a complete beginning course.ReferencesTEACHERS RESOURCE GUIDE for Live Action English Interactive WORKBOOKS 1 & 2Asher, James J. 1996. Learning Another Language Through Actions: The Complete Teachers Guidebook.5th ed. Los Gatos, CA: Sky Oaks.Garca, Ramiro. 1988. Instructors Notebook: How to Apply TPR for Best Results. 2nd ed. Los Gatos, CA:Sky OaksKrashen, Stephen D. 1981. Second Language Acquisition and Second Language Learning. Oxford: Perga-mon Press.Ray, Blaine and Contee Seely. 2008. Fluency Through TPR Storytelling.