My first tpr speaking lesson...

Larry does the Laundry
pdf with pictures

Larry's washing machine is downstairs. He has lots of laundry to wash today, because all his clothes are dirty. His socks are really smelly, and all his socks are dirty, and he wants them to be clean, because Larry likes to wear clean clothes.

Larry takes the dirty laundry downstairs, and puts the dirty clothes into the washer. Before he starts the washer he needs to add laundry detergent. Larry doesn't usually do the laundry, so he has to read the directions, because he doesn't know how much soap to use when he washes his clothes.

The directions on the box of laundry say that ½ a cup of detergent is the correct amount of laundry soap to use.

So what does Larry do? He knows that his socks are really smelly. so he uses 2 cups of detergent! That's right, he put 2 cups of laundry soap into the washer, and turned it on to go through the wash cycle.

After that Larry went upstairs to read the paper.

What happens in the basement? Well, 2 cups of laundry detergent is too much soap to put into a washing machine. The machine gets full of soap suds, the basement gets full of soap suds, so full that the suds come bubbling up the stairs!

Trying the TPR Storytelling Method:

Establish meaning:

laundry, (uncountable) dirty clothes

wash clothes, do the laundry

washing machine, washer

laundry detergent (uncountable), laundry soap (uncountable)

bleach

read the directions

wash cycle

Pattern of circling:

1. Statement
2. Yes/No
3. Negative
4. Restate
5. Wh- question(s)
6. Restate

This is Larry, he wants to do something.

Does he want to go swimming?

Does he want to go to bed?

No, he doesn't want to go to bed, he doesn't want to go swimming.

He wants to wash his clothes.

Why does he want to wash his clothes?

Natalia, do you wash your clothes? (chain drill)

Larry needs to wash his socks.

Oksana, do you wash your socks?

Tetyana, why do wash your socks? (chain drill)

Larry is washing his socks because they are dirty.

Where does he wash his clothes?

...in the bathtub?

...in the river?

...in the washing machine?

Larry washes his clothes in the washer.

Larry put his laundry into the washer, what else does he need to put into the washer?

...bleach?

...salt?

No! What should he put into the washer?

Larry needs some laundry soap.

Viktoria, do you use soap when you wash your clothes? (chain drill)

Larry needs to know how much soap to use.

Should he use 1 cup of soap?

...2 cups?

...½ a cup?

He needs to use ½ a cup of soap.

Irina, do you use ½ a cup of soap when you wash your clothes? (chain drill)

Larry wants to use enough soap.

Is one cup enough?

No, one cup is too much!

Larry is using too much soap!

Nick, is Larry using too much soap? (chain drill)

Larry is putting soap into the washer.

How much soap did he put into the washer?

Olya, how much soap is in the washer? (chain drill)

Oh no! what is Larry doing now?

He wants to use enough soap.

How much soap is enough?

Is one cup enough?

...2 cups?

… ½ a cup?

Yulia is ½ a cup enough soap? (chain drill)

How much soap is in the washer?

Are 2 cups enough?

2 cups is too much!

Nick, are 2 cups of soap too much? (chain drill)

Larry needs to rest. He is going upstairs to read the paper.

Is he going to watch TV?

No, he is going to read the paper.

Oleksandra, do you read the paper? (chain drill)

Where is Larry going?

He is going upstairs.

Natalia, do you go upstairs?

Oh no! Look at all the bubbles!

Larry used too much soap.

Oksana, did Larry use too much soap? (chain drill)

Business English Sept. 30 class

Today I showed them the PPP on verb tenses... They weren't really paying attention so I didn't finish the PPP.  I showed them how to conjugate the verbs for the different tenses, then we talked about present simple.  Did some present simple sentences.  Then I gave them a job description sheet and we talked a little about what a job description is.  I asked them to write three sentences describing the tasks that this person does.  It was a network administrator and as these students are studying computer science, I thought they could relate to this job.  They really didn't seem interested in this class at all.  I'm thinking next week, we might continue with the job description "project".. put the students in groups and ask them to do a job description of a job. First have them tell me different jobs,and then have them, in groups do a job description of one job.  Maybe next week do some present continuous tenses.   I'll have to try to think of a way to present it that they can relate to it.  

Classes sept 27th

One of the methods of teaching a language is through translation.  The students are given a text and asked to translate into the language to be learned.  This has a few advantages in that students can learn sentence structure and patterns.  However, there are a few problems with direct translation when there is no corresponding word or structure in the learned language.  I gave the economics class a business article in Ukrainian and asked them to translate it into English.  Obviously, there were problems with sentence structure, but also major problems with the usage and placement of the articles, and prepositions.  I'll not go further here, until I finish categorizing my "test results".  One problem I noticed in direct translation was an error in using "too".  In Ukrainian a person uses "теж"  meaning "too" for negative and positive sentences.  Thus, I discovered them saying, "I don't want to be a teacher, too".  So I decided a few lessons on "either, neither and too" were in order.  I wrote up a sheet identifying some of the rules of either/ neither and then we did some examples of this with the students.  For example... " I can take either bus number 16 or bus number 22"  Or " I don't have a watch and neither does she".  In the first class I had today we covered the rules, and a worksheet of sentences, matching verb tenses to the subject.  We also looked at a sheet of pictures of 4 men and made sentences using "too", " neither /either". 
The second class today we just covered the rules and worked on some examples that they could think of.  We did not do any sentences we ran out of time.  The second class was Julia's class - physics students.  Next week I plan to continue to do more on either/neither/ too with them. The teacher said this class is not familiar with verb tenses.  They are only learning them now. 

Economics Class2

Not a whole lot to relate.  I explained a little about my research project based on problems encountered by students who are studying Business English.  I am still checking the first translations the students gave me, and still trying to calculate where the most problematic areas are.  So far, I can easily see problems with, verb tenses, verb agreements, pronoun usage, conjunction usage, possessive pronoun misuse,  preposition problems, article problems.  So a lot of scope to work with.  Today I asked them to do another small translation so I could have a little more data to work with.  This took them quite a long time.  Then I briefly introduced the verb tenses.  Explained briefly how the verbs agree with the pronouns, then I gave them a few cartoons and we worked on making sentences - mostly present continuous with them. I told them we would work on verbs again next week.   One other thing I noticed in this class today was the mix up of the words.. " study/ learn" and "tell/ talk"

Teaching for dummies!!

Yeah!  that's the heading , the dummy is me!!!  Just thought I'd better record how today went and what we covered.  Class no 1 was a group of 9 students studying handicrafts.  Some of them want to be teachers, some don't.  I thought I would introduce the determiners "either/or, neither/nor,  too"because  when I talked to the physics group the previous week, they told me " I don't want to be teacher too"... so my ear picked up right away, that there was a problem with the determiner and the article.   I thought I would have this physics group today, but guess that will be next week.
Well, back to the first  class today who are studying handcrafts.  Their English level is on the low side.  So first off, we just talked about what they were studying, and  a little about themselves.  By listening to them I picked up verb conjugation problems. Problems with the words " don't have, haven't and didn't".  They sometimes said things like " I haven't go there", meaning " I didn't go there.".  also the lack of using the infinitive verb.  They would say " I want be teacher"  or 'I like read books, I like play games, I like dance".
Pronunciation: we worked on the "th"sound, and a little on the ending sounds .."s" at the end of plurals, and " ed" at the end of verbs.  Interesting group.  They were receptive to corrections, and seemed eager to want to speak English.. some were a little more shy than others.  I did a few sentences of verb agreement with them, but discovered it was too advanced for them, without first having gone over verb tenses with them. Then I showed them a picture of a woman with her leopard, which I took from a Reader's Digest article.  I asked the students to tell me what they saw, and got them to make sentences that way, then we read a short story about her. Each student took turns reading parts of the story...we worked on pronunciation of problem words, like " thorny bush" and went over words they didn't know.

The second group is a group of Irena's students.  There were 7 of them.  They are studying physical education I think.  They all said they want to be teachers.  I also did the same lesson with them.  They looked at the picture of the woman and her leopard made a description of what they saw. We, then, read the story together and worked on the "th"  pronunciation.  I also noticed the "v/ w" pronunciation problem as well, but we didn't work on that today.  I didn't do any verb agreement sentences today with this group.  With both groups I also noticed the article problem. Forgetting to use "a" or using "a" when "an" should have been used. well. guess that's for today.

phrasal verbs

Verb tenses charts

View more presentations from Angelaparsons.

Worked on phrasal verbs again.. but first I thought I would a review of verb tenses... so worked on a power point presentation of  the verb tenses.... This needs more work yet, but as very brief review it worked ok in yesterday's class.

Count Nouns

Count Nouns seem pretty easy to me, so how to teach them?

This video gives me a few good ideas....