Teacher's Guide TPRS6 (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 s an accomplished, dedicated educator, and now author continue the method has attended three Nathatperfecting she is, Patricia Lewis isshe considered an invaluable asin the field of education, a passion that has tional set TPRS conferences held in the United States andbeen has part of her life for over 45 years.

She has spent these years of been part of the planning committee for three hard-work and dedication in the following positions: TPRS Panamá Chapter Conferences in Panama City. She • Classroom Experience: 17 years plans to continue perfecting the implementations of this meth• Elementary school assistant principal: 9 years od in order to(current help improve the second languages are • Principal position: 21way yearsClassroom taught • in Panamá.

Throughout her years at the Instituto Episcopal San Cristóbal, At she was able to gather a wealth of experience to support her present, Patricia Lewis is the principal of the Instituto Episcowriting endeavors. One of the most important tasks required pal San Cristóbal. She holds a Masters Degree in Linguistics while in this position was choosing on the proper didactic maand English as a Second She haslevels. been She the recipient terials or textbooks to beLanguage. used at different is also a of many outstanding awards and medals for her hard work in consultant/presenter in a wide array of workshops, conventions and seminars.

As education. of now, she acts as a member the the community and in Mentionable are: The of Vasco Board of the Panama TESOLof(Teachers Núñez of deDirectors Balboa and Manuel JoséChapter HurtadoofMedals Honor in of English to Speakers of Other Languages) of which she’s a 2003 and 2008, respectively.

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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 manuals and numerous visual aids, such 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 6 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 6 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 6 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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TEACHER’S GUIDE Step-b y-Step Methodological

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.

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.

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.

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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.

•

• •

•

•

•

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 in yes / no format. In order to get as many questions as possible, focus on the subject, the verb and the complement

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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.

I s 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 introducing gramatical 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 the plot sections: Introduction, Body and Resolution.

• • • • •

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.

The teacher 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 6 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 TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 63 TEACHER’S TEACHERS GUIDE GUIDE

Index of First Grade Stories

CHAPTER 1 Peter’s Pranks ....................................................................................................... 20

CHAPTER 2 Lost at the Fair ..................................................................................................... 32

CHAPTER 3 The Country Mouse in the City

......................................................................... 42

CHAPTER 4 Jake’s Decision ........................................................................................................ 52

CHAPTER 5 The Fox and the Raven ....................................................................................... 64

CHAPTER 6 Big Jack .................................................................................................................. 76

CHAPTER 7 Science Project ........................................................................................................ 87

CHAPTER 8 James the Basketball Player .................................................................................. 98

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 6 TEACHER’S GUIDE

Cardinal Numbers •

Write the names of the numbers from one to twenty on the board on flash cards.

•

Show the cards and read the names orally with the class.

Call students to the board to write the number for each name.

Write the names of the numbers in sequence of ten, then in sequence of a hundred, up to a thousand on the board and finally have the students write the numbers beside them. Read and practice orally.

• •

• •

Ask the students if they know what these numbers are called.

Tell them they are called cardinal numbers and explain that these numbers are infinite, they never end.

•

Place number cards on the students back for the students to identify the names orally.

•

Work on page 2 orally with the class.

Do the practice exercises on pages 3, 4, and 5 first orally, then in written form.

•

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TPRS NEW ENGLISH ADVENTURES LEVEL 6 TEACHER’S GUIDE

CHAPTER 1

Functions Discussing family.

Describing people and things.

Story sequencing.

Storytelling.

Stating chronological order of events.

• Using the structures feel and felt to + verb want and wanted to + verb.

• • • • •

STORY

Peter’s Pranks Problem: Peter wants to entertain himself.

Grammar

All present tense verb forms.

• Present, past and future tenses or sentences.

• Agreement in gender and number.

• Definite articles.

• Personal Pronouns.

• Syntax: noun—adjective.

•

Vocabulary pranks people second to take care of decides that find tell him hear leave very angry begin to cry naughty boy

job town few wants to play a trick laughing learn help passed is attacking

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sheep wolf to entertain feels bored run to his rescue kidding think scold him keeping really sees

CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 6 TEACHER’S GUIDE

METHODOLOGICAL APPROACH 1.

Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Introduce the vocabulary.

4. Teach the present tense first, and practice with gestures.

5. Match the words with the illustrations.

6. Do the gestures with the students to reinforce and to check comprehension of the verbs.

7. Practice the past and present 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.

10. Prepare questions for the past tense to circle, or practice the statements.

11. As you develop the story, you may add variables, characters, exaggerate information, signal pop-up grammar concepts, etc.

Teacher should be in control of the story. Let the students know it’s the teacher’s story. Permit the students to participate, but the teacher chooses what will be added to the story.

12. Do practice exercises after reading the story in the present tense.

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 6 TEACHER’S GUIDE

P. Q. A. Ask the following questions for students to answer in unison and individually.

• Have you ever felt bored?

• When do you feel you are bored?

• What do you do to entertain yourself?

• Give five examples of things you can do.

• What are pranks?

T

Peter’s Pranks

here was a boy named Peter, whose job was to sit and watch his sheep all day. One day, as he sits he begins to feel bored. So he decides to entertain himself by playing a trick on the people in town.

Suddenly, he begins to shout “Wolf, Wolf”. All of the people in the town heard him. They ran to his rescue. They found the boy laughing and saying, “I am only kidding”. The people got upset and told him, “you are a naughty boy”. The following day the boy pulled the same prank. The people ran again to his rescue. They found him laughing and saying for the second time, “ I am only kidding!”. The people scolded him once more and left very angry. A few days passed and the boy was keeping his sheep as usual, but this time he really saw a wolf, so he began to shout “Wolf!” “Wolf!” “Help!”

“A wolf is attacking my sheep!” The people in town heard him shouting, but they didn’t go to his rescue. They thought he was playing again.

So the wolf ate many of his sheep. Peter is very sad, but he learned that he should not play tricks on people again.

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 6 TEACHER’S GUIDE

Circling Questions 1. There is a boy named

Peter.

Is there a boy named John?

What is the boy’s name?

2. Whose job was to sit and watch his sheep all day.

Is Peter’s job to sit and watch dogs?

Is Peter’s job to sit and watch sheep?

3. One day as he sat there, he began to feel bored.

Does Peter feel happy?

Does Peter feel bored?

Does Peter feel happy or bored?

Does John feel bored?

Who feels bored?

How does Peter feel?

4. So he decided to entertain himself by playing a trick on the people in town.

Does Peter decide to play tricks on the people in town?

Who decides to entertain himself?

5. Suddenly, he began to shout “Wolf, Wolf”.

Is he entertaining himself?

Is that entertainment correct?

Do you sometimes feel bored?

What do you do to entertain yourself?

Does he decide to call the people?

Does he shout “Help, Help!”?

What does he shout?

Do they run to his rescue or do they leave him alone?

8. They found the boy laughing and saying “ I am only kidding”.

Does Peter cry?

Does Peter laugh?

What does Peter say?

Why does he say that?

9. The people got upset and told him, “You are a naughty boy”.

Are the people upset?

What do the people tell him?

10. The following day the boy pulled the same prank.

Does he do the same thing the following day?

What does he do the following day?

11. The people ran again to his rescue.

What did the people do?

Do people walk to his rescue?

Do people run to his rescue?

Do people run or walk to his rescue?

6. All the people in town hear him.

Do people hear him?

Do some of the people hear him?

Do all of the people in town hear him?

7. They run to his rescue.

Do they run to his rescue?

Do they leave him alone?

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CHAPTER 1 12. They found the boy laughing and saying for the second time “ I am only kidding.”

What do they find the boy doing?

Is the boy laughing?

What does the boy say for the second time?

Does the wolf eat the sheep?

How many times does he call for help?

How many times does he cry wolf?

What do you think of Peter’s actions?

Have you ever done anything like Peter did?

What were Peter’s pranks?

Who was Peter?

What did Peter like to do?

How did people scold him?

What was Peter’s job?

Did Peter feel bored?

13. The people scolded him once more and left very angry.

What did the people do?

Do people scold him once?

Do people leave angry?

17. So the wolf ate many of his sheep.

Did the wolf eat many of his cows?

Did the wolf eat many of his cows or sheep?

Did the wolf eat many of his sheep?

Did the wolf play with the sheep?

Did the wolf eat or play with many of his sheep?

Did the wolf eat one or many of his sheep?

Did the wolf eat many of his sheep?

14. A few days passed and the boy was keeping his sheep as usual, but this time he really saw a wolf, so he began to shout “Wolf!” “Wolf!”

“Help!” “A wolf is attaking my sheep!”

Do a few days pass?

Does he cry “Wolf!”, “Wolf!”?

Is there a wolf the third time?

Does he really see a wolf this time?

Does he begin to shout “Wolf!” “Wolf!”

“Help!” “A wolf is attacking my sheep!”?

18. Peter was very sad, but he learned that he should not play tricks on the people again.

Was Carlos very sad?

Was Carlos or Peter very sad?

Was Peter very sad?

Was Peter happy?

Was Peter Happy or sad?

Did Peter learn that he should not play tricks on people again?

15. People in the town heard Him shouting, but they did not go to his rescue. They thought he was playing again.

Do people in the town hear his shouts?

Do they go to his rescue?

Do they think he is playing again?

16. So the wolf eats many of his sheep. Peter is very sad, but he learns that he should not play tricks on people again.

Does the wolf eat many of his sheep?

Is Peter very sad?

What does Peter learn?

What is Peter’s Pranks?

Does he learn that he should not play tricks on people again?

Why do people stay away?

After circling, students are prepared to do the practice exercises on pages 10, 11, 12, 13, 14, 15, and 16 first orally, then written.

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 6 TEACHER’S GUIDE

Common and Proper Nouns •

Write a list of common and proper nouns on the board.

•

Ask the students to observe the list and explain the differences they see.

•

Divide the board into two columns.

Write the tittles common and proper nouns above each column.

• •

Explain the differences orally to the class, common nouns are written with lower case letters and proper nouns are written with upper case or capital letters.

•

Ask the students to give examples of names of things and people in the class, and to write the names in the appropriate columns on the board.

•

Work with page 17, orally with the students. Have the students read and explain what they understand.

•

Do the practices on page 17, and 18 first orally, then in written form.

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 6 TEACHER’S GUIDE

Singular and Plural Nouns • • •

•

•

Ask the students to read the information on page 19 silently.

Write a list of ten to fifteen nouns on the board or on a sheet of paper.

Ask the students to give the plural forms of the nouns on the board, then ask for volunteers to explain the rule that is being applied.

Ask other students to give examples for each rule as it is explained, write the examples on board.

Do the practice exercises on page 20.

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