Oral L1 Activities - Multilingual Philippines



I. Research on the importance of oral fluency in L1

I. Why is it important to build oral fluency in L1?

a. According to Skutnabb-Kangas, et.al, 2009, mother tongue development continues to at least age 12. “For effective development to occur, children require input and interaction with more knowledgeable speakers of the mother tongue, as well as exposure to a range of new information and experiences like that which schools can offer.”

i. Benson, Carol. Designing effective schooling in multilingual contexts in Going beyond bilingual models In Social Justice through Multilingual Education by Tove Skutnabb-Kangas, R. Phillipson, A.K. Mohanty and M. Panda (eds) (2009). Bristol, England: Multilingual Matters.

b. Jim Cummins found oral L1 development a predictor of success in learning oral L2 in his study of Portuguese-speaking children. “It is clear from the pattern of correlations that oral language development in the pre- and early school years is closely related across languages and also closely related to the development of reading skills in school. In other words, at this stage a general developmental process appears to underlie both conceptual and linguistic growth in both L1 and L2.”

Cummins, Jim. (1991). The development of bilingual proficiency from home to school: a longitudinal study of Portuguese-speaking children. Journal of Education, 173, Number 3, 1991. (85-97).

c. In the same article, Cummins makes the statement, “…there is approximately one standard deviation difference in performance in favor of those who are maintaining their L1 skills.” (p. 94)

d. In the same paper, he makes the following statement, “Although at this level there is a general moderate relationship between conversational and literacy skills, there is also evidence of distinctiveness with respect to these aspects of language proficiency. Thus, in all four instances where children scored low …on English Conversational Proficiency at the Grade 1 level, they also scored low … on Portuguese Conversational Proficiency.” (p. 94)

II. Oral L1 Activities

A. Oral questions and answers related to a theme.

|“What would you do if…” questions—whole class. Prepare about 5 questions like the ones below to ask the students. If there is time after 5 students have |

|each answered a different question, ask the same set of questions to 5 more students. (This activity should not last longer than 10 minutes.) Choose |

|different students each day so that every one gets chance to respond sometime during the week. |

|“What would you do if you were walking by the river and saw a snake?” |

|“What would you do if your small brother/sister fell into a deep hole?” |

|“What would you do if you found 100 pesos?” |

|“What would you do if you saw a friend steal someone’s money?” |

|“If you went to Manila what would you see?” |

|Once the student understands the purpose of the game, they can make up questions for each other. |

|NOTE: There are no “wrong” answers in this activity so praise the students when they use their imagination. |

B. Listen and respond to oral texts

Oral activities related to a story. Think of a story that you can tell or read to the students in L1. After students listen to the story, ask the students to describe the characters—age, personality, etc. Generate a discussion about the story.

|Reading stories / telling stories—whole class. Read to the students and/or tell them stories and/or encourage them to tell stories every day—short stories, |

|songs, poetry, information about topics taught in school. Encourage student to talk about the story—summarizing, analyzing, explaining, and evaluating it. |

|Listening story with prediction questions—whole class. Say this week’s theme. Encourage student to talk about the theme. Read or tell a story about the |

|theme. Stop 2-3 times as you are reading to ask the student, “What do you think will happen next? Respond to their ideas by saying, “Okay, let’s continue |

|the story to find out what happens.” When you finish the story, ask several comprehension questions (what happened, how did it happen, why did it happen). |

|NOTE: No “wrong” answers in this one. The purpose is to encourage the students to think about the story and say what they are thinking. |

|From the same story: Listening story with ‘comprehension questions’—whole class Read or tell a story. Ask who, what, when and where questions: “Who was in |

|the story?” (Student names the people in the story.) “Where did the story take place?” (Student says the general or specific place.) “What did they do?” |

|(Student says the main action in the story), etc. |

|Listening story with How & Why questions—whole class. Tell or read a story then ask “open-ended” questions about the story. Open-ended questions are questions|

|that begin with how or why. For example: “Why do you think she did that?” or “How did he know that would happen?” They require the student to give more |

|lengthy replies, not just a word or two. You can also ask evaluation questions: “Do you think the grandmother should have done that? Why or why not?” |

|Listen and retell a story— whole class. Read or tell a story to the students and then ask the students to re-tell the story in their own words. If they |

|hesitate, ask them, “What happened first in the story?” The students will say what happened first. Then ask, “What happened next?” The students will say |

|what happened next. Continue doing this to the end of the story. Then call on a volunteer to tell the entire story. |

|Listen and act out a story— whole class. Explain that you are going to read or tell a story and that you need several volunteers to act out the story as you |

|read/tell it. The volunteers do not have to speak, only do the actions at the appropriate time. |

|Listen and change the ending of a story—whole class or teams. Tell/read a new story. Then, together or in teams, students will think of a way to change the |

|ending. The students (together or in teams) tell their idea for the ending of the story. Or they change characters, setting, or events in the story. |

|Action songs—whole class. Students will listen and act out action songs. |

C. LISTENING FOR SPECIAL WORDS AND/OR SOUNDS

|Listening for special words—whole class. Tell the students that you will read a story and that they should listen for special words. When they hear the |

|special words, they do an appropriate action. |

|Example, 1. When they hear the word “happy” they all clap their hands and yell, “hurray!” When they hear the word “sad”, they all pretend to cry (“boo-hoo”);|

|when they hear the word “funny” they all laugh. Then tell/read the story, making sure to include those words often in the story. Encourage the students to |

|listen carefully and do the actions at the appropriate time. |

|Example 2. Tell a story about a brother and sister that leave their house, swim across a river, climb up a mountain, see a tiger, run away, climb the |

|mountain, run to the river, swim across, run home, and are tired, but safe and happy! When the students hear action words, they do the actions—move their |

|arms like they are swimming, move hands and legs like climbing a tree, run in place for running, act frightened about the tiger, and when they are safely |

|home, have a happy/big smile, say “aaaahhh”. |

|Answer quickly game—whole class. Tell/read a story. The students stand in a circle. Ask a who/what/when/where/why/how question about the story. Toss a |

|wicker ball to one student and they answer. They throw the ball back. Continue asking questions and tossing the ball to a student to give the answer. |

D. Create oral texts

1. Observe, discuss, picture story—whole class & individual students. Take students on a field trip outside the classroom, especially relating to some special event or activity (e.g.: house building). Back in the classroom ask the students to talk about what they saw, explaining what they know, and asking questions. Then, ask the students to draw a picture of something they saw on the field trip and tell the story of their picture to the class.

|Class story—whole class. Encourage the students to talk about the weekly theme or about something unexpected and especially interesting that has happened in |

|the community. Encourage the students to make up a story about the topic. When they are finished, they re-tell the story. Next day they tell the story again|

|while some students act out the story. (You can write the story in your notebook or put it on a poster. Even though the students are not reading yet, you can|

|put it on the wall for the students to see.) |

|Describe pictures—whole class [NOTE: This is different from telling picture stories (see below..] Show a picture then ask questions (names of people, |

|objects.) Also the teacher can change tenses and have students use appropriate words to describe the action earlier, now, later. |

|Use pictures to tell stories—individual & teams. Show the students an interesting picture and encourage each team to make up their own story about the |

|picture. Teams share their stories with each other. |

|Describe sequence of events—teams. Discuss the weekly theme; students think of topics related to the theme. Give each team one topic. (e.g.: Theme, RICE. |

|Topics: planting, caring for, harvesting, threshing, storing, cooking, eating rice). They identify sequence of actions relating to the topic, one action per |

|student. Each team says the sequence of events or actions relating to their topic. |

|Relay narrative—whole class. Choose a specific topic relating to the theme. (e.g.: House-building). When they have identified all the steps in the sequence,|

|select one student for each step. They line up in front of the class and state “their” activity in the proper sequence. |

|Relay: Sequence of actions—teams. Divide the students into teams of 5. Assign an activity to each team (a familiar activity that requires a series of |

|actions. Example: buying food at the market). The students in each team take turns saying the actions in proper sequence. Example: First student: “On market |

|day, first we…” 2nd student: “Then we…” etc.) Each student in small groups say a sentence for their action sequence. (Other examples: Fishing, fixing a |

|meal, getting water, feeding domestic animals.) |

|Relay story with exaggeration—individuals. Start a story by saying one sentence about a child doing something. Make it funny by exaggerating an action. You|

|can choose a funny name for the child. Each person has a turn to say something. Example: Teacher says.: “Panchi Carranchi raced a tiger and won the race! |

|Then what did Panchi Carranchi do?” Student #1: Panchi Carranchi jumped over a tree.” Student #3. Panchi Carranchi ate three watermelons all by herself.” |

|Etc. |

|Guess our story—teams. Assign each team of students a topic and tell them to think of a story about that topic. Teams take turns acting out their story |

|silently while the other students watch. Rest of the class tries to tell the story from the actions. |

|Reporting--News of the Day or Summary of the Day—Whole group. Each day, at the end of the day, ask the students to report the “News of the Day” or to |

|summarize the events of the day. The students take turns describing the activities of the day as the teacher writes the “news” on a poster paper or |

|chalkboard. Then teacher and students “read” over the sentences that summarize the day’s activities. |

|Team stories, songs, poems—teams. Teams create their own story. Then one student from each team tells their story while other students act it out. If |

|appropriate, students can vote on which was the best story. If the story, poem or song is especially good, put it onto poster paper. The student can draw a |

|picture by the story, song or poem. Put it on the wall so that everyone can see it |

|Create group story—whole class. Introduce the weekly theme or topic (or something unexpected and especially interesting that has happened). Encourage |

|students to make up a story about the theme / topic. When they are finished, someone tells the story. Next day they tell the story again while some students |

|act out the story. |

|Students’ report—individuals. Students volunteer to bring something to class that is interesting to them (type of food, picture of something they like, a |

|gift from someone, something that reminds them of their father or mother or other loved one), something from nature (stones, leaves, fruit, seeds, shells). |

|They tell why this object is interesting or important to them. (Two or three reports a day; not more than 10 minutes.) |

E. Create and/or learn poems, songs, skits

|Learn traditional song / dance—whole class. Several times a month, invite women and men from the community to teach the students a song/dance. OR |

|take students on a field trip to watch traditional song and dance. Adults teach the song to the class, along with any special actions and /or dancing. |

|Later, invite parents to visit the classroom so that the students can show what they have learned. |

|Learn traditional poem—whole class. Several times a month, invite someone from the community that knows the traditional poetry. They teach the poem |

|to the class, along with any special actions. |

|Action song in L1—whole class. Discuss the weekly theme with the students. Encourage them to think of actions relating to the theme. Encourage them |

|to make up a song with actions about the theme. They can dictate it to you while you write it on the board or on a piece of paper (or just talk about |

|it but don’t write it.) Divide the students into teams. Each team puts actions to the song. Then each team does their special actions while the whole |

|class sings the song. |

|Create an L1 song and dance—whole class. Sing a song that relates to the week’s theme. Ask who, what, when, where, how, why questions about the song.|

|Sing the song again. Invite students to sing the song with you. Then sing the song again while student(s) dance to the song. |

|Making rhymes #1. Tell the students 2-3 words that rhyme. (e.g.: sad, bad). Then the students to think of additional rhyming words (e.g.: mad, dad, |

|glad, fad, had, lad, pad). |

|Making rhymes #2. Help the students think of as many pairs of rhyming words as possible. Then start a rhyme with the first word, students finish the |

|rhyme with the second word. (Example in English: rhyming words are “dog” and “log”. Teacher says: “The boy chased the dog.” Students may respond |

|with: “But he fell over a log.”) |

F. Listening / talking games

|Guess emotions game. Tell the students you will say the same sentence (e.g.:” My name is…”) several different ways. Tell them to listen to your voice|

|and watch your face and then tell you the emotion you were feeling when you say the sentence. First say the sentence as if you are very happy, then |

|very sad, then very angry, then very worried. Ask the students if they can guess what you were feeling each time. Do the sentences again and let them|

|guess the feelings. After that, the students can take turns acting out / identifying emotions in their teams; others guess the emotion. |

|“Guess what I see” game (Also called “I spy” game.. One student sees (or spies) something in the classroom or outside and whispers what it is to the |

|teacher. Other students try to guess what it is by asking Yes-No questions (e.g.: “Is it green?” “Is it a person?” “Is it alive?” “Can you wear it?” |

|“Can you eat it?” “Is it bigger than the school?” Etc.) |

G. Field trip.

|Community walk—whole class. Take students outside to see something related to the weekly theme. Encourage them take an active part in the field trip |

|activity. After returning to the classroom, use the field trip experience in several ways: 1) Help the students analyze the experience to say what |

|they learned; 2) Help the students make up a story, poem or song about the experience; 3) Let the students draw a picture of the experience. |

|Problem solving—whole class. After a field trip, ask the students a question relating to some problem situation in the local community. EX: One |

|person’s dog ate another person’s chicken. In Teams, the students must think of solutions to the problem. Then each group reports their “solution” to|

|the class. (Optional: Class votes on the best solution.) |

H. Build oral l1—focus on parts of the language (Accuracy)

1. Hearing sounds #1 (early in the year)—whole class.

• Have the students close their eyes and listen to identify sounds in the environment. Then they talk about the sounds they heard.

• Ask the students to close their eyes. The teacher will make different sounds (e.g.: tap the desk with a pencil, then with a glass; drop a book on the table; close the door). The students will listen to and identify sounds. Then they will describe the sounds they heard and try to guess what the teacher used to make the sounds.

• The teacher fills three tins / cans / containers with different things—e.g. sand, stones, rice. As the students watch, shake the containers so the students hear what each one sounds like. Students then close their eyes. The teacher shakes each container and the students guess what is in that container. Do this several times. (Students can be volunteers to “help” in this activity.)

|Hearing sounds #2 (later in the year)—whole class. |

|Say several words that begin with the same sound—e.g. farm, fan, fish. The students listen and say the beginning sound. |

|Say several words that begin with the same sound. The students will think of other words that begin with that sound. |

|Say several words with the same sound in the middle—e.g. pat, rat, fat. (Make sure the middle sound is obvious and clear). The students will identify |

|and say the sound that is in the middle. |

|Say several words with the same sound in the middle (make sure the middle sound is obvious and clear). The students will identify and think of other |

|words with that sound in the middle. |

|Say several words that end with the same sound—e.g. trick, crack, Jack. (Make sure the end sound is obvious and clear). The students will identify |

|and say the ending sound. |

|Say several words that end with the same sound (making sure the end sound is obvious and clear). The students will think of other words that end with |

|that sound. |

|Rhythm Game—whole class. Clap a rhythm (2 long, 3 short.) Do this 3 times. Then students clap the rhythm with you. Then tell the students that you |

|will start and they will finish. Clap the 2 long and they clap the 3 short. Do this several times. Reverse the order and repeat. Then do different |

|rhythms. |

|Whisper a message #1—whole class.. Students stand in a line. Whisper a message to the first student. That student whispers the same message to the |

|next student and so on down the line. The last student says the message out loud. (See if the message has changed or remains the same as original.) |

|Whisper a message #2—teams. Divide the class into two teams. Teacher whispers a different message to the first student in each team. Last student on |

|each team whispers the message back to the teacher. Team that says their sentence most accurately wins the game |

|Change tense—whole class. Say a sentence about something that happened in the past. (Last week the farmer went to the market. Invite student to say |

|the next sentence about the same person but put it into the next category (near past or present): Today the farmer is going to the market. Then the |

|student puts the sentence into the next tense: Tomorrow the farmer will go to the market. |

I. Hear and speak L1—Gain Fluency

|Sharing news. Encourage two or three students to tell about something that happened outside of school—at home, the market, at play, etc.: |

|A fire A gift |

|An injury A visit from strangers or relatives |

|Religious events Sporting events |

|Skits, role plays, songs, poems. Identify topics that are especially interesting to the students and that can generate a variety of activities |

|Students can make up skits or dramas and perform them for others |

|L1 speakers teach them traditional songs, poems, riddles relating to the topic |

|Teams compose songs or poems about the topic and share with others |

|Talk about pictures, events, experiences. Use familiar and interesting pictures OR ask the students to recall events or experiences and encourage them|

|to talk about the picture, events, experience. |

|Picture: They describe what is happening; make up a story about the picture (and then act it out); and answer “how / why / what if” questions about |

|the picture |

|Experience or event: They describe the experience or event, explain it, analyze it, act it out, answer “how, why and what if” questions about it. |

|Create texts. The students can create their own oral literature: Later they put their ideas into written form. |

|They create stories, songs, poetry, riddles |

|They create their own dramas and act them out |

|They analyze situations and report on what they find |

|They classify and label items and describe their difference to others |

|Learning academic concepts. Use knowledge from the student’s culture (ex: measuring and comparing length, weight, capacity) to introduce new concepts|

| |

|Introduce the traditional methods to introduce a new concept |

|Students talk about what they have learned; do experiments |

J. Activities to introduce Oral L2

Focus on mean ing and communication

|Total Physical Response with Body (“TPR-B”)--whole class. The teacher and one or two students stand or sit in front of the other students. Tell all |

|the students, “When I give commands in L2, listen carefully and watch what we do. Then when you hear me use the same words to give the same commands |

|to you, you do the same action.“ |

|Say the first command. Then you and the 2 volunteer students do the action to demonstrate how to follow the command as the other students watch, Do |

|this 5-6 times with 3 commands (Examples: “stand up, turn around, sit down.”) |

|After everyone has done this, add new commands. (“Walk, stop, point, turn around, sit down, clap, etc.”) IMPORTANT: You and the 2 volunteer students|

|always demonstrate the actions first, then the other students follow. |

|Every day begin the “TPR-B” lesson by reviewing vocabulary and constructions that have already been taught and then introduce several new items. |

|TPR with Objects—whole class. Students follow commands relating to objects. (Example: pick up the mango; put down the mango; give me the banana; take |

|the orange, show me the leaf, etc.) Again, no oral response is expected at first. Later, the learners give the commands to each other. |

|Name things--whole class. Students say the names of things in a picture, in the classroom, outside. List foods, clothing, and other familiar objects.|

|Give directions--teams. Review some of the directions that the students have been using in TPR activities. Then encourage the students to use the same|

|directions in their teams. NOTE: Do this only when the students indicate that they are ready. |

K. Build fluency in listening & speaking oral l2

|TPR with Pictures. You and the students look at a picture (of a familiar scene) while you describe some of the activities taking place in the picture.|

|Students respond to questions by pointing at something in the picture. Example: “Here is a girl getting water from the well. Here is a woman carrying|

|firewood. Show me the girl getting water from the well.” NOTE: Students do NOT respond orally at first. Later, they tell the story themselves and |

|ask other students questions. |

|Draw a picture. Tell the students to draw something (“Draw 2 hills…Draw 1 tree on the top of each hill…Draw a dog standing by one tree…Draw a cow |

|standing by the other tree…” etc.) |

|Describe a picture. Show a picture (related to the weekly theme, if possible.) Ask short-answer questions about the picture (who, what, where.). You |

|can change tenses and have students use appropriate words to describe the action earlier, now, later.) |

|Point to something in the picture. Show a picture with activity. Tell students to show you different things in the picture—all with names that they |

|have learned in previous lessons. (Point to the girl; point to the tree, etc.) |

|Use pictures to learn language structure. Students look at a picture of people doing different activities. Ask the students questions in different |

|tenses (past, present future). Students answer in the same tense. Then students ask questions of each other using appropriate words to describe the |

|action earlier, now, later. |

|TPR-S—whole class. Tell a story relating to activities familiar to the students. Students act out the story (without words). Later, the students |

|tell the story themselves. |

|Identification game—whole class. Look around the room and find something distinctive about someone. (e.g.: A girl wearing pink sandals—if the students|

|have already learned the word “sandals”, “girl” and “pink”. Ask the students, “Who is wearing pink sandals?” First person who points to the correct |

|girl gets to be the one to ask the next question. |

|Guess what I am looking at—whole class. One student says “I see something that is red /blue / is behind Mary / or is big / etc.” (depending on which |

|lesson is being taught). The other students try to guess what the thing is. The student who guesses correctly takes the next turn. |

|Relay story—whole class or teams. Students take turns making up a story by changing what the person before them said. The teacher starts the story |

|about someone with a funny name (can be a rhyme name like Panchi Carranchi or Mola Bola): e.g.: “Panchi Carranchi ate a mango.” One of the students |

|negates what the person before them said and then continues the story: “No, Panchi Carranchi did not eat a mango. She washed her face.” The next |

|student says: “No, Panchi Carranchi did not wash her face. She hit the ball.” Different students add different sentences to keep the story going. |

|You can use a ball to play this game. The first person, with the ball, says a sentence and then throws the ball to someone. That person says the next |

|sentence and then throws the ball to someone else, etc. |

|Identification game—whole class. Ask, “Who is wearing a blue dress, or black trousers, etc.” Students respond. Then they take turns asking questions|

|of each other. |

Malone, Susan. (2008) Activities for early grades of Mother Tongue (L1)-Based Multilingual Education Programs. SIL International.

Why is Total Physical Response (TPR)[1] a good method for introducing children to a new language?

TPR encourages children to learn a new language through hearing, seeing, and doing. This is the way that children learn in the home when they watch and imitate the actions of people around them.

In TPR lessons, students hear a command to do an action, then see someone do the action, then do the action themselves.

What activities are included in a TPR lesson?

For the teacher: In TPR lessons, the teacher has 3 main activities:

▪ Saying Teacher calls out commands.

▪ Doing Teacher and volunteer helpers demonstrate the actions

▪ Seeing Teacher observes the students as they do the actions

For the students: So the students also have 3 main activities:

▪ Hearing Students listen to the teacher’s commands

▪ Seeing They watch the teacher and volunteers demonstrate the actions

▪ Doing They do the actions themselves.

How does the lesson look? What process do we follow?

Here is the process to follow.

1. Teacher calls out the commands and does the actions (do 3 times)

2. Teacher calls out the commands and teacher with volunteers do the actions (do 3 times)

3. Teacher calls out the commands and volunteers do the 3 actions (do 3 times)

4. Teacher calls out the commands and volunteers & students do the 3 actions (do 3 times)

5. Teacher calls out the commands and students only do the 3 actions (do 3 times)

6. If students are ready, teacher can ask for volunteers (individuals, partners or teams) to listen and respond to the commands.

Some important “rules” for TPR

1. TPR should make language-learning FUN for the students!

2. In the beginning, students only listen and respond to the teacher’s commands (no talking). Within 5-6 weeks, they may want to start giving the commands themselves. When they are ready, encourage students to take turns being the “teacher” and giving commands to each other.

Template for planning for TPR

Below is a template that you can use to plan TPR for one semester (this template goes only to Week 10 but you can add as many weeks as needed. Important points:

1. If possible, divide the Oral L2 time into 2 sessions each day.

2. Introduce all of the new terms for that day in the FIRST session. Use the second session to review the new vocabulary by using the new terms, with terms learned earlier, in a variety of activities.

3. Use the last session of the week to review all the new things that were learned that week.

Template for planning TPR

|WEEK |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| | | | | |Verbs: |Nouns |

|1 |New terms |New terms: |New terms: |New terms: | | |

| | | | | | | |

| | | | | |Location words: |Others: |

| | | | | | | |

2

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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3

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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4

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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5

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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6 |

New terms:

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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7

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New terms:

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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8

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New terms:

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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9

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New terms:

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New terms:

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New terms:

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New terms:

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New terms:

|Verbs:

Location words:

|Nouns

Others:

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10

|

Review

Weeks 1- 2 |

Review

Weeks 1- 4 |

Review

Weeks 1- 6 |

Review

Weeks 1- 6 |

Review

Weeks 1- 8 |

General review; focus on problem areas

| |

Malone, Susan. (2009) Planning for TPR: Total Physical Response (TPR) to introduce children to a new language in BRAC’s MLE program

This resource was first developed for the Liberian Languages and English Multilingual Education (LLEME) program, Liberia

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[1] Adapted from materials by Reid Wilson. ND Maximize Your Language Learning through TPR. In LANGUAGE LEARNING electronic newsletter. (First appeared: Language Learning #21) and from James Asher, 2001.

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