TPRS – in action – Part 3

This is part 3 in a series of posts that show the language methodology called TPRS (Teaching Proficiency through Reading and Storytelling).I recently had a student film me reviewing and adding to a story the class had created. If you missed Parts 1 & 2, here’s a link to the previous post:

Previous blog post

In this post with 2 video snippets, you’ll see us revisit the details as well as respond to new story twists.  With a student-actor, I ask for new information to explain some of the back story or lateral bunny trails (always fun to pursue in the target language!) What is an added bonus when we use a student actor is that the class gets to hear one-on-one direct conversation between the teacher and the actor.  Then the teacher turns to the class and ‘reports’ on the info she learned.

In this next film segment, you’ll see me interacting with a student who has offered/created new details.

Verifying information with student

Next you’ll see a review of old information.  Since meaningful repetition is the way to acquire more language and given that students require varying numbers of repetition, it never hurts to review story details.  Scientific studies show that humans need to hear a phrase or chunk of meaningful language about 70 times for it to be IN them so they can produce it.

Reviewing previous day’s details



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