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IFLT Conference 2010 Advanced Workshop for French Teachers with Donna Tatum-Johns and Gayle Trager.

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Presentation on theme: "IFLT Conference 2010 Advanced Workshop for French Teachers with Donna Tatum-Johns and Gayle Trager."— Presentation transcript:

1 iFLT Conference 2010 Advanced Workshop for French Teachers with Donna Tatum-Johns and Gayle Trager

2 Practice PQA in Groups

3 READ AND DISCUSS partner practice Let’s practice step three of TPR Storytelling®!

4 STEP ONE Teacher reads the text in the target language to the student in chunks. Teacher reads the text in the target language to the student in chunks. Students translate what the teacher reads in English Students translate what the teacher reads in English

5 Before moving on to step two Find two or three “pop-up grammar” opportunities in the paragraph Find two or three “pop-up grammar” opportunities in the paragraph Decide how you will explain these grammar concepts without using grammar terms. Decide how you will explain these grammar concepts without using grammar terms.

6 Examples of pop-up grammar Voulait jouer – the R of jouer means TO. Voulait jouer – the R of jouer means TO. Il marchait dans la rue – the AIT means “WAS” WALKING Il marchait dans la rue – the AIT means “WAS” WALKING se lave – the SE means himself in “he washes himself” se lave – the SE means himself in “he washes himself” HINT: Keep your explanations short and simple! No more than 3-5 seconds!

7 STEP TWO Teacher reads the same paragraph but adds in pop-up grammar questions and/or pop-up grammar explanations. Teacher reads the same paragraph but adds in pop-up grammar questions and/or pop-up grammar explanations. Students translate for meaning. Students translate for meaning. NOTE: The first exposure to a grammar concept requires an explanation.

8 STEP THREE Teacher asks questions about the facts of the story in the target language. Teacher asks questions about the facts of the story in the target language. Students answer the questions in the target language. Students answer the questions in the target language. Revisit pop-up grammar topics here!

9 STEP FOUR Teacher asks questions about the story to which the student can’t know the answer. Teacher asks questions about the story to which the student can’t know the answer. Students “guess” the right answers. Students “guess” the right answers.

10 STEP FIVE Teacher asks personalized questions which are related to the reading Teacher asks personalized questions which are related to the reading Students answer the questions Students answer the questions

11 STEP SIX Teacher and students create a parallel story Teacher and students create a parallel story –Compare and contrast the character in the reading to the character in class –Ask a question, ask a question, make a statement.

12

13 Le Voyage de sa vie La famille Bartolin Jean-Luc Ses parents Sa soeur

14 Un voyage à Paris Qu’est-ce qu’il faut visiter à Paris?

15 Les Gares de Paris

16 La Gare de Lyon

17

18 L’intérieur de la Gare de Lyon

19 Le Train Bleu

20 A photo gallery of A photo gallery of A photo gallery of A photo gallery of Le Train Bleu Le Train Bleu Le Train Bleu Le Train Bleu Le Train Bleu Le Train Bleu

21 La famille Bartolin a faim! des huîtres une salade niçoise

22 La nourriture et les boissons Un plat de fromageun citron pressé

23 Je me demande… …si la famille va aimer le repas dans Le Train Bleu.

24 Other reading activities Gayle’s VOYAGE in a bag Gayle’s VOYAGE in a bag Acting out a scene Acting out a scene

25 When acting out a scene… …coach good acting!

26 Realities in a TPRS classroom

27 WHAT MIGHT A DAY LOOK LIKE? 3 structures Ask a story Ask a story Draw the story Draw the story Partner retell Partner retell Write the story (2-5 mins) Write the story (2-5 mins)

28 WHAT MIGHT A DAY LOOK LIKE? Read and Discuss Novel or extended reading Novel or extended reading Song or culture associated with reading Song or culture associated with reading

29 WHAT MIGHT A WEEK LOOK LIKE? 3-6 structures 3-6 structures 1 song 1 song 1 retell 1 retell 1 timed writing 1 timed writing Reading activity Reading activity –Kindergarten Day –FVR –Novel or extended reading 2 homework assignments 2 homework assignments 2 brain processing activities 2 brain processing activities

30 WHAT MIGHT A YEAR LOOK LIKE? words structures words structures –2 ½ chapters of LICT More/Look I Am Really Talking –6-10 extended readings 2 novels 2 novels 2 films 2 films major monuments in Paris major monuments in Paris study of Montreal and Quebec city study of Montreal and Quebec city 6-10 songs 6-10 songs rosetta Stone (every other week) rosetta Stone (every other week)

31 WHAT MIGHT A YEAR LOOK LIKE? days of FVR days of FVR 20 Kindergarten Day 20 Kindergarten Day competitive games competitive games Variety of brain processing activities Variety of brain processing activities

32 A YEAR CONTINUED homework 2 times a week homework 2 times a week several tests/quizzes (structure) several tests/quizzes (structure) 2-3 listening and/or reading exams 2-3 listening and/or reading exams 3-4 writing exams 3-4 writing exams 2 speaking exams 2 speaking exams lots of free writes lots of free writes 1 final exam (listening, speaking, reading, writing, one-words fill-ins and verb forms) 1 final exam (listening, speaking, reading, writing, one-words fill-ins and verb forms)


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