How can we use tpr and language acquisition? ( watch video)
I think this video summarizes all the tpr thinking
this video is a class activity
what is the tpr idea based on? It should be Multiple intelligences
What is Multiple intelligences?
There are 8 IM
*verbal -linguistic
*logical-mathematical
*visual- spatial
*bodily- kinesthetic
*musical-rythmic
*interpersonal
*intrapersonal
*naturalistic
This is a very interesting and useful method ...But now I need help....
Could you help me? You give an example about how can I use this method for my pre- primary group?
NEW NEW NEW NEW NEW :)))))
(16.04.2011)
5 tips on proper storytelling with children for teachers!
NEW NEW NEW NEW NEW :)))))
(16.04.2011)
TPR Usage In Pre - primary School
Classroom usage or kindergarten usage assumes that the teacher tries to mimic this process in the classroom. Students respond to instructions requiring physical movement. This approach can be used for practising and teaching various things; it is said that this approach is double effective and it works both for children and adults. However, it is recognised that TPR is most useful for beginners. When used in higher levels, it is thought restrictive because it doesn't give students the opportunity to express their own creativity.
TPR in teaching English to pre-schoolers is very important and one of the basic approaches in early language teaching methodology. It doesn't really take much for the teacher to prepare because this level requires basic language, basic teaching themes and simple activities.
Simon says: ''Everbody dance''
Simon says 'Everbody jump!''
Tips on how to implement TPR activities in Pre- primary
First, a teacher should know what is the target vocabulary; some of TPR instructions could be: ''sit down, stand up, line up, make a circle, turn around, stand still, walk/run around the chair, open your book, close your book, raise your hands etc.'' These instructions can be used for play as a teaching technique of the TPR approach. Children enjoy moving around and it is more interesting for them when they actually play a game: children who make a mistake in responding to a ''command'' get out of the playing circle and the last child to stay is the winner
Another interesting game could be the one in which children learn the most simple traffic signs and about movement on the streets: the teacher could use a big piece of white material of a square shape and draw a few streets and city buildings (this requires a lot of time and imagination, or one can buy a similar teaching material). The teacher then gives the instructions: ''Go to the toy shop. Turn left. Sit down in the cake shop. Buy a lolly pop in the shop. Turn right. Walk across when the traffic light shows green etc.''
In this classroom situation it is of primary importance for the children to understand the language rather than to communicate, but in time one can see that children spontaneously reproduce the same commands as the teacher and at this point the child can switch roles with the teacher – this is also the point when communication starts, for example, two children are instructed to sit down in the cake shop, then they need to have a short conversation: ''Hello? How are you today? I would like a chocolate cake and a cup of tea...'' Believe it or not, small children aged 4-6 can understand and reproduce these ''long'' sentences. It takes time, but although they spend a lot of time listening and being quiet and only responding physically, a day comes when they actually surprise the teacher by simply start reproducing the language as they've spoken it all the time
A helpful world famous game used for TPR in teaching pre-school English is ''Simon says'' which originates from the Latin game ''Cicero dicit fac hoc'' meaning ''Cicero says do this'' (Cicero was one of the most important people in the Ancient Roman Empire). After children have already acquired some of the targeted vocabulary they can play this game: one of the children is ''Simon'' and others do what they are asked to do by the phrase: ''Simon says…'' If: ''Simon says: jump'' all the children jump, if not, they are out of the game
There are also many songs helpful in TPR activities like: ''Head, shoulders, knees and toes'' (of course, this song is learnt while teaching and learning body parts) and many others.
5 tips on proper storytelling with children for teachers!
Keep in mind the following 5 rules when telling a story:
· Innovation – Employ a unique or creative use of language, sound, or body language.
Creatively present the sequence of events.
Creatively present the sequence of events.
· Voice Mechanics – speak with an appropriate volume for the children to hear. Use a non-monotonous, vocal expression to clarify the meaning of the text. Speak loudly or silently or whisper when you need to, make onomatopoeic sounds. Differentiate your natural voice from character voices.
· Body talk – Expressively use non-verbal communication to clarify the meaning of the text, make gestures, include vivid facial expressions. When you are telling a story mime and follow your words with actions (knock on the door, walk around the room, ''go to sleep'' and other actions depending on what you're saying).
· Focus– Bring concentration to its highest. Eye contact with audience is engaging. Maintain a charismatic presence in space (stage presence). Use pictures to remind the audience/participants about the sequence of the plot.
· Characterization – Employ dialogue for characters to make them believable to the listener.
Pictures are very important in storytelling; first, the teacher reads the story aloud and simultaneously shows the pictures to children so that they could memorize better the sequence of events and to stimulate comprehension. Storytelling improves language skills such as vocabulary, prediction, sequencing, comprehension, story structure and recall. Pictures are of key importance once children learn their part in storytelling: some parts are for the teacher to ''tell'' and some parts are for the children to ''tell''.They don't read the story, they tell the story!
The difference between reading aloud and storytelling is that the act of storytelling is always active and inventive. The teacher must concentrate on the intonation because storytelling is not just reading aloud; one must be a little bit of an actor and introduce all sorts of emotions present in the story, ocassionally making sounds that reveal fear, happiness, sadness and similar.
I've added something about TPR and TPRS usage in the pre-primary school.
and after the explanation who want to use this method? and maybe you want to say lesson plan summary....
