FAQ

About TPRSSS Program
(Please scroll down for the Chinese version)


1. I see you have the symbols in your program. What are these for?

One of the best practices in foreign language learning is to limit translation to and from the target language as much as we can. These symbols will help students understand the meaning without translation them to English. They work great when combining with TPR.

2. How different are they from pictures?

While colorful pictures look nice, but there will be different interpretations to the same picture as every one may focus on a different part of a picture. But for each symbol, there is mostly one message to convey.

3. Do you use Pinyin and Hanzi to go with the symbols?

In the beginning, don’t use either of them. It is to achieve understanding of meaning.

4. How about Pinyin? Why not?

Pinyin is achieved step by step. Firstly, if given too early, there is too much information for the students. They don’t know which one to focus on. Secondly, they maybe affected by some English pronunciation.

5. Then when do we add Pinyin?

Teachers can manually write Pinyin on top to let the students to know that there is this system named Pinyin to help students pronounce a Hanzi. The Pinyin also reminds them the pronunciation of the word. For example, when teachers put a “j” on top of 姐, and “m” on top of 妹, the j and m remind them how to say the two words.

6. Regarding the colorful story with six -panel pictures, when do you show them to the students?

In the beginning, don’t show the pictures to the students. Instead, teach the vocabulary with TPR and other methods. Put a symbol of picture next to the new word instead of English translation.
By the time the six-panel pictures are shown, the students should be able to understand the whole story already. But now instead of telling the story to the students, ask the students to look at the pictures and say something about them, using the vocabulary taught. A good strategy I recommend is "see, think, wonder". 

7. How about the stories formed by symbols? How to use those?

After teaching the vocab and some structures, let students read the story by looking and pointing to the symbols. This is to make sure they know what they are saying. Even when some students have accidentally memorized the story, they still should point to the symbols, which now serve as presentation notes.

8. What are the black and white stories for?

They can be used as an anchor activity. When teachers do one on one assessment, students can be coloring the pictures. Allow the students to make changes to the pictures so as to recreate the story, for example, changing the color, numbers and names to the original story.

9. At the end of each story, what will the students be able to do?

Some students will be able to not only understand and retell the original story; they will be able to create a story of their own from the original story – Exceeding expectation
Some students will be able to understand and fluently retell the original story. – Meeting expectation
Some students will be able to understand and retell the story with some pauses and imperfection. – Almost meeting expectation
Some students won’t be able to tell the story even with help of the symbols – Concerns

10. There is a text with pinyin and a text without pinyin on the back of Let’s Talk, why did you put them at the end but not in the front?

Three reasons:

  1.  To apply to the principal of “Oral proficiency proceeds written literacy”
  2. To meet the needs of different parents who need materials to help their children to learn Chinese.
  3.  To make it easier for teachers to differentiate in class.

11. How about the two other versions of text in your program?

No matter how many levels we establish in a Chinese program at international schools, we still have proficiency levels in a class. The two versions serve as tools to help teachers to “differentiate by content”.

1. 你书中的“图标”是做什么用的?

图标是为了在不用翻译的情况下更精确地表达意思, 跟TPR结合效果更好。

2. 图标跟图片有什么区别?

彩色的图片固然好看, 但是对同一张图, 可以有不同的解释,亮点因人而异。而图往往只表达一个意思。

3. 你用图标时候放拼音和汉字吗?

我觉得开始时候, 既不要汉字 也不要拼音。这样让学生专注词的意思。

4. 什么时候放汉字?

等学生们对这个词的意思掌握后再给汉字,让他们了解这个图和字的关系。

5. 拼音呢? 为什么不放拼音?

拼音是要学生逐步掌握的,如果太早给, 一是会 给学生太多信息,让他们不知道看什么好了。二 是他们会用正在学习的英语套用,出怪音。

6. 那什么时候加拼音?

偶尔用白板笔把拼音写在字的上面是个可行的办法。让学生知道有拼音这回事儿,而来给他们提示发音。如“姐姐”和“妹妹”这两个词,j 和m都可以起到提示的作用。

7. 你的故事有彩色的图片。 什么时候给学生看?

开始的时候不要把故事的图给学生看,否则他们很快就看腻了。
先用单个的图标教会生词。教的过程要用 TPRS 的一些方法(除了生词边上放英文翻译以外)。

当把彩色图片给学生看的时候, 学生应该已经会把故事大致讲出来了。

8. 用图标组成的故事,怎么用呢?

当老师把生词和一些句法结构都教会后,让学生看着这些图标把故事连接起来。这样能保证学生知道自己在说什么。即使有的学生“不 小心”背会了, 也要要求他们指着图说。这时, 这些图标起的作用是:讲稿提示。

9. 黑白的故事怎么用?

当老师在进行一对一测试的时候, 让其他学生涂颜色 。
涂的时候允许学生对图稍作修改,如颜色,数字, 名称等。这样就产生了新的故事。

10. 每个故事学完后, 学生们应该掌握到什么程度?

E (Exceeding expectation)
的学生不但能理解和复述原来的故事, 还能够改编原稿,创作并演示新的故事。

M(Meeting expectation)
的学生能看着彩色图片故事很流利地讲出故事, 并能回答老师就这个故事提出的一系列问题。

A (Almost meeting expectation)
的学生能看着彩色图片故事讲出故事, 可能有个别地方尚欠完美。

C (Concern)
的学生也要看着图标大致把故事讲出来。

11. 你的书后面每个故事都有文字版本和加了拼音的文字版本。为什么不放在书的前面?

有三个原因:
1.  我认为“听说领先读写跟上”是少儿对外汉语的必经之路。
2.  满足学生和家长的不同需求。
3.  方便老师们更好地“因材施教”。

12. 还有两个文字版本怎么用?

国际学校不管条件再好, 分班再细, 学生的程度还会参差不齐, 那两个版本就是为了老师让学生“各取所需”。

 


 


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