One colleague recently asked why we only have one word responses in circling. She couldn't figure out why, when the kids obviously knew the answer, they didn't output it right then in a complete sentence.
Here is one answer - it
This is an invitation for teachers in the Denver/Boulder area to attend TPRS/PQA trainings on Saturdays. Groups are limited to ten people. Students will stand up and teach while being coached. Payment for the classes will be based on what people
There is an excellent video of TPRS available online at vimeo.com. It was taken by Sylvia Duckworth (AIM) of Norm Veilleux teaching a level one French class in Toronto. Here is the link:
http://www.vimeo.com/10121629 - password is TPRS
I recommend a close look. Here
K continues with her description of what she does as a French teacher/French 2 student in her school, with a teacher who is open to these [Krashen based] ideas. Below she describes, in a bit greater detail, the lunch scene that we
Teaching a language without using comprehensible input is insulting to the magnificence of the human brain, which can process and decode and implement thousands of rules of language without even needing to use its conscious side - it’s all automatic.
In the middle of some CI, I sometimes ask the kids to write a sentence that I dictate to them letter by letter, not word by word. The difference is that they don't actually write on paper, and they don't
Of course, a typical week of CI for most of us changes weekly as we learn more and more about comprehensible input possibilities with each class. But this very wealth of options presented to us by what Krashen started can cause
Have you noticed that the kids love to suggest "multicolored" or "tie die" or "stripes" or "polka dots" in response to the question "What color was it?" I love that. They keep wanting things colorful - they don't want their