Teacher's Guide TPRS4 (preview)

About the Author: A Passion for Teaching

In this search she found TPRS (Teaching Proficiency Through Reading and Storytelling) which she considers is the most effective method that can be used for developing language competence and fluency in students today.

To continue perfecting the method she has attended three National conferences held in educator, the Unitedand States has s anTPRS accomplished, dedicated nowand author been that partshe of the Lewis planning committee for three is, Patricia is considered an invaluable asin the Chapter field of education, a passion that has TPRS set Panamá Conferences in Panama City.been She part of her life for over 45 years.

She has spent these years of plans to continue perfecting the implementations of this methhard-work and dedication in the following positions: od in order to help improve the way second languages are • Classroom Experience: 17 years taught in Panamá.

• Elementary Assistant Principal: 9 years present, Patriciaposition): Lewis is 21 theyears principal of the Instituto • At Principal (current Episcopal San Cristóbal. She holds a Masters Degree in LinThroughout yearsasata the Instituto Episcopal guistics and her English Second Language.

SheSan has Cristóbal, been the she was able to gather a wealth of experience to support her recipient of many outstanding awards and medals for her hard writing endeavors. One of the most important tasks required work in the community and in education. Mentionable are: The while in this position was choosing on the proper didactic maVasco Núñez de to Balboa andat Manuel Josélevels.

Hurtado terials or textbooks be used different SheMedals is also of a Honor in 2003 and 2008, respectively. consultant/presenter in a wide array of workshops, conven-

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tions and seminars. As of now, she acts as a member of the Board of Directors of the Panama Chapter of TESOL (Teachers of English to Speakers of Other Languages) of which she’s a former President. She has attended more than 250 related workshops and conferences, experiences that have provided her with a broad framework of references and acumen in the field.

Her years of professional and personal growth include several degrees and certificates of participation and/or of merit: Bachelor of Arts with a Major in Education, University of Panama; Master of Arts with a Major in Linguistics, Nova University; Second Language Acquisition; and her latest two: Doctorate in Education of English as a Second Language and Doctorate in Education from the University of Los Angeles.

Being an advocate for language teaching, language acquisition, and language learning, she constantly searches for the optimal Language teaching methods. While on this search, she found TPRS (Teaching Proficiency Through Reading and Storytelling), which, in her opinion, is the most effective method for developing language competence and fluency in students today.

To continue perfecting the method, she has attended seven National TPRS Conferences held in the United States and has been part of the Planning Committee for three TPRS Panama Chapter Conferences in Panama City. She plans to continue perfecting the implementations of this method, in order to help improve the way second languages are taught in Panama.

“TPRS is the most effective method that can be used for developing language competence and fluency in students today.”

Patricia Y. Lewis

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Currently, Patricia Lewis is the principal of Instituto Episcopal San Cristóbal. She has been the recipient of many outstanding awards and medals for her hard work in the community and in education, namely: The Vasco Núñez de Balboa and Manuel José Hurtado Medals of Honor in 2003 and 2008, respectively.

Professor Lewis is the author of various ESL books: An A to Z Adventure at the Zoo Student’s Workbook, An A to Z Adventure at the Zoo Short Readings, My First English Adventure Student’s Workbook, and the series TPRS New English Adventure (from levels one to six). All of these educational publications are accompanied by a step-by-step teacher’s manual and several visual aids, as illustrated big books for storytelling, flash cards, and audio compact discs with poems and songs.

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Additional benefits for Working with TPRS TPRS NEW ENGLISH ADVENTURES WORKSHOPS Each teacher will receive training on TPRS and training on how to get the best results possible from working with this text.

TPRS NEW ENGLISH ADVENTURES STUDENT’S WORKBOOK LEVEL 4 A complete workbook with stories developed with illustrations, vocabulary, exercises, and sight words for speaking, reading, role playing, asking, and answering questions.

CDS FOR LISTENING AND ORAL PRACTICE LEVEL 4 Each text is accompanied by a CD for listening and oral practices. The CD contains the full stories and all of the practice exercises that should be done orally first, then in written form.

CDS FOR CLASSROOM ILLUSTRATIONS LEVEL 4 Each text is also accompanied by a CD that contains illustrations of the vocabulary, the structures, and the sequence of events in each story.

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Hello, teachers!

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f you are looking for a text that helps your students stay engaged in their work at all times, develops their comprehension, works with vocabulary in context, follows a process to ensure language acquisition, addresses all learning styles and intelligences and helps students acquire grammatical structures among other things, then TPRS New English Adventures is the text for you.

This text is based on a methodology called TPRS which was created by Blaine Ray in the late nineties. According to him, this method is founded on the language acquisition hypothesis of Stephen Krashen, tempered in some by realities.

TPRS is developed upon three basic steps which are: •

Developing meaning

•

Asking the story

•

Reading

These steps enable the teachers to work on comprehension, repetition, interest and reading. As a result, students will be able to acquire the vocabulary and structures needed to increase their reading comprehension and language fluency. Each text has eight mini stories and eight full stories that include the basic vocabulary and structures that are used in the mini stories. The mini story is developed in the past tense. The full story, which may add a few other vocabulary words, is developed in the present tense. This technique increases students’ practice.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE When using both tenses in sentences and stories, students will learn how to use them when using the language.

At the end of each story, there are a series of practice exercises that provide opportunities for comprehension development and proper or standard pronunciation. They also stimulate retelling, sequencing, and writing skills.

We urge the teachers to take advantage of these suggestions to encourage their students to complete the written exercises in order to develop their writing abilities. In addition, we have included in all our readings a group of basic sight words that are found in all reading texts.

“We urge the teachers to take advantage of these suggestions to encourage their students to do the written exercises in order to develop their writing skills.”

To complement the text, we have prepared an audio CD which includes all the mini stories, main stories, and oral practice exercises that will reinforce students’ skills, listening, and speaking skills.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

STEP-BY-STEP GUIDE TO DEVELOP A STORY 1. WARM UP 2. DEVELOP MEANING

Practice the TPRS commands that appear in the story, and all other commands needed for comprehension of classroom instructions.

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• •

•

•

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3. ASK THE STORY

Choose three structures from the mini story to establish meaning.

Use translation, pictures or gestures.

Circle, personalize and gesture the structures.

As you circle and personalize the structures, present the other vocabulary words in the story.

Add them to the basic structures, for students to become familiar with them.

Use pictures, gestures or translations as you introduce them.

Place them on the board in front of the class with their translations.

Use the words several times.

The story is developed by asking about it, instead of telling it. Select a statement and ask questions related to it or yes / no questions format. In order to get as many questions as possible, focus on the subject, the verb and then the complement. This can be done in any order.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

3. ASK THE STORY

Ask “Wh” questions and to be able to ask even more questions, add variables (other words) to the main statements.

This will help provide more repetition.

Every time you ask a “Wh” question, point to the word on the board with its translation. During this process, make a brief stop, personalize various structures and do introduce pop-up grammar.

Ask questions to help the students understand the grammatical concepts.

4. READ THE STORY

The teacher or a student reads a statement or a paragraph. Individual students or the whole group translates the statement or paragraph. The teacher personalizes the story, circles various structures and gives some attention to pop-up grammar. After the story is read, complete the practice exercises in the text. First, develop the exercises orally; then, do them in written form (which could be used for homework).

5. P.Q.A.

Refers to Personalized Questions and Answers.

When you personalize, you relate the structures to a student in the class. Use questions to work with personalization.

Using “Wh” questions

It is called Pop-up Grammar, because 6. POP-UP of the brevity of the time element inGRAMMAR volved in the explanation of the concept.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE refers to the teacher evaluating 7. ASSESSMENT This the student’s progress, in order to determine how he or she may help the student improve. Assessment is also used to help the teacher determine the student’s level of comprehension.

Barometer Student helps the 8. BAROMETER The teacher to determine how effective the story was comprehended. Use it STUDENTS to know how good or bad you are doing your presentations.

Assessment is also used to help the teacher

determine the student’s level of comprehension.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

The three basic steps developing TPRS stories are: • • •

for

Developing meaning Asking the story Developing literacy or reading

With these basic steps, the teacher is able to work on comprehension, repetition, interest and literacy.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE 1- To begin, choose three to five structures or words.

I. How to Develop Meaning

Techniques to achieve understanding of the text

2- Present the vocabulary words or structures to the class in written form or with pictures (beginners). Use gestures and translation to explain the meanings.

3- Ask yes / no questions pointing to the object, picture or word. Example: Is this a book? Have students respond yes or no, or signal with their hands if the answer is yes or no.

4- Ask a “Wh” question Example: What is his name? , Who is this?, or Where is the boy? Have students respond with a word or a phrase.

5- Continue to present the other structures or words, repeating the question forms indicated above.

6- Review the meaning of the words or structures, by asking the students to identify them by giving the meaning in Spanish, or acting out the words.

7– Personalize the words by asking the students personal questions with the vocabulary words. For example “dog”. Ask, Who has a dog?, What is its name?, etc. “Likes to go” Ask: Who likes to go to ….?

8- Signal the grammatical structures, explaining briefly. Contrast them and signal the differences.

Have students observe and repeat.

Examples: Like: He likes to go. I like to go .

An example of this would be: “I like to go,” which means “Me gusta ir.” Show the gestures by rolling both hands.

Ask questions such as: What does “I like to go” mean? , What does “like to” mean?, What did I say?, and so on.

9- Keep going back and forth with yes/no and “Wh” questions, and also use gestures to help students learn the meanings of the words and structures.

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II. How to Ask the Story

Questions and strategies to guide the students to the content of the story.

TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

CIRCLING

1- Present statement by statement, orally or in writing.

Observe the following example: There is a duck.

Is there a duck?

Is there a dog?

Is there a dog or a duck?

What is there?

Circling permits the teacher to work on repetition and motivation. Circling or asking questions should not be done in any specific order.

USING “Wh” QUESTIONS

2- The teacher continues to develop or ask the story by using yes/no, and “Wh” questions. There should be approximately eight to ten questions per statement asked in any order. The teacher can also take the opportunity to signal grammar points, review gestures, personalize structures and assess comprehension of the structures.

CREATING A PARALLEL CHARACTER

3- To add repetition to the structures, the teacher can add a parallel character to the statement and ask the same questions, this time about the parallel character.

Example: The name of a student in the class. Let’s say, if the story is about John’s car: John drives a Jaguar.

The parallel character could be a boy named Peter.

So, the statement would be Peter drives a Chevrolet.

Developing Statements for Parallel Characters: John drives a Jaguar. Peter drives a Chevrolet.

• Does John drive a Jaguar?

• Does John drive a Chevrolet?

• Does Peter drive a Jaguar?

• Does John or Peter drive a Jaguar?

• Who drives a Jaguar?

• Who drives a Chevrolet?

• What does John drive?

• What does Peter drive?

These and many other questions could be generated from the addition of the parallel character.

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Working with other TPRS aspects

III. How to Develop Reading a Story

TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE THE LITERACY OR READING STEP 1- This step has to do with reading the story. One way of doing this is by reading statement by statement, and asking the group what each sentence means. Ask the whole group as well as individual students. Remember to ask the questions according to the students’ ability.

Obvious questions for low achievers, questions with a little more difficulty for the regular achievers, and the criticalthinking questions for the superstars.

2- Another way of reading the story is having the whole group read a statement or a paragraph while an individual student explains the meaning in Spanish.

RETELLING 1- Ask questions for all the students to respond orally, in group and individually.

2- Use gestures for students to retell the story following the gestures. Accompany the gestures with questions for students’ participation 3- Place students in groups for them to look at pictures and retell the story together.

4- Vary the stories by having students change the names of places or things, points of view, tenses, etc., as they recreate or retell the story.

ASSESSMENT Assessment is used to evaluate the student’s comprehension progress. The teacher should stop periodically, to check student’s comprehension of the story. There are several ways to do this.

FIVE-FINGER CHECK 1– In order to check comprehension, ask the students to show five fingers if they have understood everything.

2- Explain the evaluation scale in use. 1-5 (excellent), 1-4 (good), 1-3 (needs reinforcement)

BAROMETER STUDENTS Constant assessments help the teachers determine who are their barometer students. The barometer students are the students who have not comprehended or mastered the new structures (These are the students who help the teacher determine how much repetition is needed, and how fast or slow to develop the lesson.) Assessments help the teacher identify the barometer students. The whole story development should be done slowly. Teachers should observe students’ participation – and teach accordingly, as stated by Susan Gross, a TPRS expert.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE WORKING WITH STRUCTURES

IV. Pop-Up Grammar

A brief way of attending grammatical structures

1- Signal the structures on the board and have students observe, repeat orally and use them correctly.

2- Use the structures in statements and underline them.

3- Contrast the structures and signal the differences to the students.

4- Always use the structures in context, because the structures should be meaningful at all times.

USE DIFFERENT TECHNIQUES TO SIGNAL THE GRAMMATICAL POINTS Example: • What does like mean?

• What is the difference between like and likes?

• If likes means “le gusta” what does “le gustaba” mean?

• How do you say “a ellos les gustaba”?

• Does likes refer to one or two persons? How do you know?

ROLE PLAY This is the acting out of the story. The story can be acted out as it develops, during the retelling or after the retelling.

Acting out the story is very important to TPRS, because it helps the students reinforce comprehension of the structure.

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How to measure and evaluate grammatical knowledge

V. How to Evaluate Grammar, Reading, Spelling and Speech

TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

Grammar WHAT

HOW

Structures

• • • •

Use in sentences Fill in the blank exercises Match with words or pictures Identification by underlining, circling, or drawing an “X”

Questions

• •

Answer yes/no questions Answer “Wh” questions

Quizzes

•

Short answers (one word phrases)

Sequence

• • •

Identify by numbers or letters Order the sentences sequentially Recreation of stories, changing tenses, points of view and characters

•

Recognize beginning, middle, and ending of the story.

• • • • •

Words Sentences Sight words Correct spelling Usage of words in context

Spelling Dictation

Illustrations •

Story vocabulary Sight words Sentences

• • •

Description

Illustrated vocabulary of the story Story scenes

• •

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

Speech WHAT

HOW

Retelling

• •

Oral Summary Recreation of the story

Oral description

•

Pictures and scenes

Dialogues

• • • •

Teacher-created Student-created Student-to-Student Teacher-to-Students

• • • •

Stories Mini stories Structures Personalized summaries

• • • • • • • •

Complete practice exercises Quizzes Answer oral and written questions Identify structures Cause – Effect Fact – Opinion Compare – Contrast Sequence

Reading Oral

Comprehension

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CLIMAX RESOLUTION

WHO WHAT

How does the story end?

Resolution

How is the conflict resolved?

Who are the characters?

What does the character want?

Here we can find the problems or the conflict.

How is the conflict resolved?

How does the story end?

III. Basic situations Who? - What?

Event 1:___________________________

Event 2:___________________________

CLIMAX

I.

Event 3:___________________________________

Main events in the story:

II.

Teachers can use this scheme to introduce the literary analysis

VI. Activities for Working with Literary Elements TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE OBJECTIVES: • Identify story elements • Compare setting and characters ◼ Title and Author: _____________________________________ _____________________________________ Setting: Where? ______________________________

TPRS NEW ENGLISH ADVENTURES LEVEL 4 TEACHER’S GUIDE IV. POINT OF VIEW The person who tells the story determines its point of view.

- Personal (1st person point of view): “I did…”, “I went…”

- -Other perspectives (3rd person point of view): “He did…”, “He went…”

STORY MAP Describe characters

Describe settings

1.

_________________________

1.

_________________________

2.

_________________________

2.

_________________________

3.

_________________________

3.

_________________________

4.

___________________________

4.

___________________________

Problem or conflict _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Events 1. _______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._____________________________________________________________________________________

Resolutions _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 18

TPRS NEW ENGLISH ADVENTURES LEVEL 4 TEACHER’S GUIDE

Index of Fourth Grade Stories CHAPTER 1 The Magic Carpet ............................................................................................... 20 The Magic Basket ................................................................................................ 24

CHAPTER 2 Kenny’s Farm Adventure .................................................................................... 31 Annie’s Country Adventure ................................................................................ 34

CHAPTER 3 The DSi® ............................................................................................................. 42 The Wii® Game ................................................................................................... 45

CHAPTER 4 The Tree House ................................................................................................... 54

CHAPTER 5 The Spider Legs .................................................................................................. 64

CHAPTER 6 Mike’s Racing Bike ................................................................................................ 78

CHAPTER 7 Show and Tell ...................................................................................................... 90

CHAPTER 8 The Magic Trick ................................................................................................. 102

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TPRS NEW ENGLISH ADVENTURES LEVEL 4 TEACHER’S GUIDE

CHAPTER 1 MINI STORY

The Magic Carpet Problem: Mr. Sultan wants to buy a magic carpet.

Functions Describing emotions and feelings Responding to comical situations Storytelling Stating chronological order of events • Using the structures: “want to” + verb and “wanted to” + verb • • • •

Student’s book page 8

Grammar st rd

1 and 3 person singular, present tense • Agreement in gender and number • Definite - indefinite articles • Contrasting present and past tenses • Syntax: noun-adjective • The infinitive form of the verb • Prepositional phrases •

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 4 TEACHER’S GUIDE

METHODOLOGICAL APPROACH 1. Present the vocabulary words 10. Prepare questions for the past or picture cards, and practice tense to circle, or practice the orally several times. statements.

2. Create a gesture for each verb 11. As you develop the story, you or adjective. Maintain the may add variables, characters, same gestures throughout the exaggerate information, signal book. pop-up grammar concepts, 3. Introduce the vocabulary. etc. The teacher should be in 4. Teach the present tense first, control of the story. Let the and practice with gestures. students know it’s the teach5. Match the words with the er’s story. Permit the stuillustrations. dents to participate, but the 6. Do the gestures with the teacher chooses what will be students to reinforce and to added to the story. check comprehension of the 12. Do practice exercises after verbs. reading the story in the 7. Practice the past and present present tense. tenses of the verbs. Use the present tense first, and then the past tense. Practice both tenses with gestures.

8. Do P.Q.A. 9. Read the mini story aloud, and have the students act out the verbs as they hear them.

Vocabulary Mr. Sultan market place sales clerk

magic carpet store lady went to fly around

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spoke to wanted to buy sitting on

CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 4 TEACHER’S GUIDE

How to introduce P. Q. A.

P. Q. A. is called Personalized Questions and Answers. Use it to reinforce comprehension of questions, words and answers.

Ask the following for in unison and individual responses: • What other name can we use for carpet?

• Can people fly on carpets?

• Who has a carpet at home?

• Can we buy carpets in Panamá?

• In what stores can we buy carpets in Panamá?

• Is the magic carpet story fact or fiction?

• Has anyone gone to the market place in our country?

• Do they have stores at the market places in our country?

• What do they sell there?

MINI STORY

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here was a man. His name was Mr. Sultan. Mr. Sultan wanted to buy a magic carpet to fly around the world; so Mr. Sultan went to the market place in Chorrera. He went into a store named Beautiful Carpets. There he spoke to the salesclerk. He asked him for a magic carpet. The man said, “I don’t have any magic carpets here.” Mr. Sultan then went to another store named Wonder Carpets. At Wonder Carpets he asked a lady in the store for a magic carpet. The lady said, “We don’t have any magic carpets here.” Finally, Mr. Sultan saw a small store named The Surprise. He went into the store and saw a gorilla sitting on a stack of carpets. He asked the gorilla for a magic carpet. The gorilla said, “There are many magic carpets here.” Mr. Sultan bought one of the carpets. He sat on the carpet, and the carpet flew through the window. At last, Mr. Sultan could fly around the world on his magic carpet.

Mr. Sultan was very happy.

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 4 TEACHER’S GUIDE

STORY The Magic Basket Student’s book page 12

Problem: Robin wants to buy a magic basket.

Vocabulary basket gorilla speaks to sit goes into can fly

store camel asks if buys flies out

elephant goes to says ask about sees

P. Q. A.

Ask the following questions for students to answer in unison or individually: Show a basket and ask: What’s this?

• Can you fly in a basket? (Do the action) • What kind of basket can you fly in?

• Where do you go to buy a basket?

• Give the names of some stores that sell baskets in Panamá.

• Can elephants and gorillas talk?

• Is a story about flying baskets and talking animals real or unreal?

• Is it fact or fiction?

•

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 4 TEACHER’S GUIDE

T

The Magic Basket

here is a man whose name is Robin. Robin wants to buy a magic basket to fly around the world in it. He goes to the market place in Chiriquí. There are many stores at the market place. Robin goes into a store named Flying Baskets. There he speaks to an elephant. He asks the elephant if the store has any magic baskets. The elephant says, “We don’t have any magic baskets here.”

Robin goes to another store named Zoomy Baskets. At Zoomy Baskets, he speaks to a gorilla. He asks the gorilla if the store has any magic baskets. The gorilla answers, “We don’t have any magic baskets here.” Finally, Robin sees a small store named Jet Baskets. He goes into the store and sees a camel sitting in a big basket. He asks the camel about the basket. The camel says, “This basket is a magic basket.” Robin decides to buy the basket. He ties the basket onto the roof of his car and goes home. Robin is very happy because he will be able to fly around the world in his magic basket.

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