Discuss what the teacher should know and do to be

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Discuss what the teacher should know and do to be effect in this technique? (15) May2013, Oct2010 Pg 20 1. She needs to be effective in using TPR approach= -concern herself with relevant subject -use subject matter innovative (pal interesting, meaningful @ language situations) -devise techniques and methods to provide suitable practice sessions 2. PLANNING PRIOR TEACHING -basic planning=chose subject matter of the lesson -decide what the children should learn
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6 -formulate specific objectives -device methods to achieve objectives (how will u represent new information) -determine the success of the techniques by evaluating results obtained 3. OBSERVING IN ORDER TO PACE LANGUAGE INPUT -observe action of child during incubation period as they respond to commands -when they respond freely=add new set of commands 4. FORMULATING OBJECTIVES -E.G BY END OF LESSON CHILDREN RESPOND CONFIDENLTY WITHOUT HESITATION=SIT! STAND! 5. DEVICE SUITABLE INSTRUCTIONAL METHOD -how to teach content=few weeks only listen to new language ,not repeat teachers instruction out loud before they have a perception of new system Suggested approach to TPR 1. gather material , 2. give instruction to the entire class, modelling the performance, 3. Repeat varying order of instruction and continue model performance. 4. Repeat instruction the 3 rd time, without modelling, allowing learners to copy others. Praise when correct. 5. select few to do instruct while others watch, 6. Call on volunteers to act out instructions. Keep anxiety low ‘no failer’ activity, yet challenge learner. 7. 2 nd day, repeat lesson, children carry out instruction. 8. Praise children for correct reactions. Introduce new directions while you model the actions. 9. Each day review segments from previous lessons, combining them with new material. 10. Use vocabulary that children need in their immediate environment 11. Create your own TPR drills to introduce or reinforce any new topics – adjectives, comparisons, clauses and compound sentences. E.g. “Go to the tallest boy.” “Bring me the book with the most pages.” Point to the girl who is wearing a pink ribbon.” TPR TEACHER NEEDS TIME FOR 1. listening 2. act out meaning 3. speaking in pairs 4. questioning 5. meaningful exchange 6. fixed expressions Teacher should tell stories daily 1. 1 St in home lang, then 2 nd lang, 2. then use gestures, actions mime to illustrate meaning of story, 3. Use pics, point out characteristics, places events while telling a story. 6. KNOWING HOW AND WHERE TO USE THE HOME LANGUAGE -TPR=allows the use of home language in the following=to explain concepts that cannot be explained by the pictures, actions or objects -to respond to what children understand in the 2 nd language=e.g simple story & retell in pairs 7. FINDING TIME FOR THE REGULAR PRACTICE TPR=used throughout wherever opportunities arise. Plan for opportunities throughout the day where children can -listen in the silence to an explanation -act out instruction related to the explanation -give instructions to a friend similar to the instruction given by a teacher.
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