Year at a Glance TPRS, Level 1

Transcription

1 In TPRS (Teaching Proficiency through Reading Storytelling) methodology, grammatical structures are acquired in the same manner as children acquire their first language. In other words, students demonstrate a sophisticated level of language control without identifying rules governing their language. Grammatical concepts are introduced, incorporated, reviewed throughout the year in the telling process related reading activities. Stories mini-stories are told in past tense. Students read stories mini-stories in the present tense. Future tense is also used to create class stories. Course Objectives Ongoing Storytelling; stories, dialogue, reading in past, present, /or future tenses Listening Underst commonly used verbs in present, past, future tenses; simple stories conversations; questioning; idiomatic expressions; familiar details; affirmative negative comms; everyday topics Speaking Introduce themselves; express opinions, needs, emotions, requests; have short conversations on familiar topics; tell retell short stories using guided format Reading Read underst main ideas from a variety of sources Writing Write lists /or short comprehensible phrases responses using acquired vocabulary Culture Explore cultures of target language; not limited to one country or region Grammatical Features Present in Look, I Can Talk! The basic structure syntax of the language as told from a third-person singular perspective, including some examples of: a. reflexive versus object pronouns b. infinitive uses (quiere /veut ) c. verb/subject agreement (conjugations) I. third-person singular II. third-person plural III. first-person singular: conjugations are acquired through retelling stories from different points of view d. preterite versus imperfect e. adjective agreement

2 August (two weeks) September October November December January February March April May TPR comms Varied basic vocabulary: numbers colors adjectives adverbs classroom body parts emotions Chapter 1*: Mini-stories typically take one week each *Text: Mini- Stories for Look I Can Talk! (with oral stories in past tense) 2006 Chapter 1 Chapter 2: Six mini-stories Chapter 2 Chapter 3: Three ministories chapter Chapter 4: Begin first novella*: Pauvre Anne/ Pobre Ana * Can be taught as unit or over time Chapter 4 Chapter 5: Chapter 5 Chapter 6: Three ministories chapter Begin second novella: Fama Va en Californie/ Patricia va a California second novella Wrap up unfinished material Conduct year-end assessments locations Add depth throughout the year Culture Choose one or more countries on which to focus. Suggested activities: Daily life Compare contrast cultures Identify locate countries Holidays customs Food drink preparations Music, film, arts, crafts Culturally appropriate gestures Cultural stereotypes cultural contributions Hi important historic figures

3 Spanish Sample of the Variety of Grammatical Structures Concepts Present in a Single Mini-Story Chapter 1: Mini-Story 1 Vocabulary Structures to Teach Grammar Concepts Había un chico que se llamaba Pablo. Pablo quería tener ocho gatos. Pablo vivía en las montañas de California. A Pablo no le gustaban los elefantes. Él prefería los gatos. El chico fue a hablar con el presidente de los gatos de Wyoming porque no había muchos gatos en California. Necesitaba hablar con el presidente de los gatos. El presidente tenía un elefante pero no tenía un gato. El chico fue a Australia. El necesitaba hablar con el vicepresidente de los gatos en Australia. Había muchos gatos en Australia. A Pablo le dio ocho gatos y él estaba muy contento. había un chico que se llamaba quería, tenía, prefería prefería los gatos un, ocho vivía en, con, a las montañas, elefantes a Pablo no le gustaban él fue a presidente de los gatos porque, y, pero muchos gatos necesitaba hablar, quería tener le dio muy estaba contento existential expression, imperfect indefinite article, singular noun relative pronoun, reflexive verb, dependent clause stem-changing verbs, imperfect definite article, plural noun, direct object numbers imperfect tense, third person singular prepositions cognates, gender/number agreement dative clitic, third person plural, negative subject pronoun pretérito, verb requiring preposition adjectival prepositional phrase conjunctions plural gender/number agreement conjugated verb + infinitive indirect object pronoun, pretérito adverb ser versus estar singular gender/number agreement

4 French Sample of the Variety of Grammatical Structures Concepts Present in a Single Mini-Story Chapter 1: Mini-Story 1 Vocabulary Structures to Teach Grammar Concepts Il y avait un garçon qui s appelait Waldo. Waldo avait besoin de huit chats. Waldo était dans les montagnes de la Californie. Il n aimait pas les éléphants. Il préférait les chats. Le garçon est allé chez le président des chats du Wyoming parce qu il n y avait pas beaucoup de chats en Californie. Il avait besoin de parler au président des chats. Le président avait un éléphant, mais il n avait pas de chats. Le garçon est allé en Australie. Il avait besoin de parler au vice-président des chats en Australie. Il y avait huit chats en Australie. Il y avait beaucoup de chats en Australie. Waldo avait huit chats et il était content. il y avait un garçon, des chats qui s appelait avait besoin de les chats un, huit était dans, chez, en les montagnes, les éléphants il n aimait pas, il n y avait pas préférait les chats il est allé président des chats du parce que, et, mais beaucoup de avait besoin de parler au pas de chats avait existential expression, imperfect indefinite articles, singular plural relative pronoun, reflexive verb idiomatic expression, imperfect definite article, plural, gender/number agreement numbers imperfect, description prepositions cognates, gender/number agreement negation, imperfect, contraction spelling change verb, direct object passé composé, intransitive verb (être) auxiliary, subject/past participle agreement adjectival prepositional phrase partitive article, contraction conjunctions adverb conjugated verb + infinitive preposition/article contraction negative partitive imperfect

5 Year at a Glance TPRS, Level 2 Course Objectives Ongoing Storytelling; stories, dialogue, reading in past, present, /or future tenses Listening Underst commonly used verbs in present, past, future tenses; simple stories conversations; questioning; idiomatic expressions; familiar details; affirmative negative comms; everyday topics Speaking Introduce themselves; express opinions, needs, emotions, requests; have short conversations on familiar topics; tell retell short stories using guided format Reading Read underst main ideas from a variety of sources Writing Write lists /or short comprehensible phrases responses using acquired vocabulary Culture Continue to explore cultures of target language; not limited to one country or region Grammatical Features Present in Look, I Can Talk More! Continues the first year emphasizes dovetails the following grammatical structures: a. more verb/subject agreement (conjugations telling stories from different points of view all forms) b. adjective agreement c. infinitive uses (quiere, tiene que, empieza a, va a le gusta, puede, trata de, etc.) d. reflective versus objective pronouns e. preterite versus imperfect

6 Year at a Glance TPRS, Level 2 August (two weeks) September October November December January February March April May Chapter 7: Mini-stories typically take one week each Chapter 7 Chapter 8: Seven ministories chapter Read or reread novella*: Fama Va en Californie/ Patricia va a California Chapter 8 Chapter 9: Seven ministories chapter Chapter 9 Begin novella: Presque Mort/ Casi se muere Chapter 10: Chapter 10 Chapter 11: Four mini-stories Chapter 11 Begin second novella: Le Voyage de Sa Vie/ El viaje de su vida Chapter 12: Chapter 12 Wrap up unfinished material Conduct year-end assessments * Can be taught as a unit or over time Culture Choose one or more countries on which to focus. Suggested activities: Daily life Compare contrast cultures Identify locate countries Holidays customs Food drink preparations Music, film, arts, crafts Culturally appropriate gestures Cultural stereotypes cultural contributions Hi important historic figures