I got this from Melanie and I hope a lot of people comment on this, especially those who, unlike me, have TPRS experience with fourth year kids.
Dear Ben,
I have a problem with my 4th year students at one school. They are tired of me and my routines, which we have been doing the last few years. I am the only German teacher there.
I started this year thinking that I could keep going, introducing new structures, storytelling and reading, but they just don’t want to do the same old thing anymore.
How do I make the 4th year different and challenging? I have read that you say it is pointless to focus on writing. Should my 4th year just be reading and discussing novels all year? Maybe choosing structures and PQAing then reading the novels as in backward planning?
In the past for 4th year, I was still using Sabine und Michael because they had started with the textbook, but now I have run out of Sabine und Michael and don’t really know what to do with them.
I had planned on going through the textbook and using storytelling as pre-reading and reading and then just using the textbook for the readings and discussing the grammar points that come up. We have already learned a lot of the vocab, so I thought it would be refining what they know. The problem is the textbook readings have no plot, so they are no fun to read or discuss.
Any advice would be welcome.
Melanie
The Problem with CI
Jeffrey Sachs was asked what the difference between people in Norway and in the U.S. was. He responded that people in Norway are happy and
