a TPRS® Lesson:
Determining the Content
of the first differences a teacher might find between the TPRS® method
and using a textbook is how they prepare a lesson.
teachers often decide on their content by the arrangement in their textbooks.
What they cover in any particular lesson will depend on what concepts
the text has joined together in a chapter. The learning goals are often
written in terms of the pages and grammatical concepts included during
that day's lesson.
TPRS® teachers are definitely concerned about grammar, they view it
as more of an outcome than a goal. The goal in TPRS® is to get the
students to use the language accurately in a conversational context.
of this, planning for a TPRS® lesson requires consideration of how
the day's material can come together in a contextual format. A TPRS®
teacher focuses on the structures they will need to engage the students
in a comprehensible and meaningful dialogue.
first part of planning in TPRS® is to decide on what the main focus
structure (or structures) will be. Many TPRS® lessons include three
structures, but one or two is also very common. A structure is an excerpt
from the language that is foundational for using the language in a conversation.
example, let's say the teacher decides to give the students practice in
using the concept of "afraid." In both French and Spanish, this
is translated by actually saying, "to have fear." This would
be "avoir peur" in French. This is a structure, but it is not
really all of the structure that should be included in the lesson. The
full structure needs the word "of" (de) because to use the phrase
"afraid" in a conversation, you will most likely want to say
what you are afraid "of."
the TPRS® teacher writes their lesson plan, they would list "avoir
peur de" as the content of the lesson. The entire lesson is then
built around this structure with the goal of finding various conversational
contexts to repeatedly use "avoir peur de" in all of its different
forms. While it might appear that the lesson covers only one structure,
in reality it will cover most of the various permutations of that structure
including each form of the verb with the appropriate subject, how "avoir
peur de" is used in questions, and a large variety of other vocabulary
to support the main structure.
articles you might be interested in:
Overview of TPRS®
The 3 Steps of TPRS®
Planning a TPRS® Lesson: Determining the Content
Planning a TPRS® Lesson: Designing the Learning Activities