在低齡幼兒英語教學(xué)領(lǐng)域，我們經(jīng)?？梢月牭揭粋€詞“磨耳朵”。而自己英語欠佳的家長尤其鐘情用重復(fù)播放各種故事歌曲等方法給孩子磨耳朵。然后，然后呢？
非常低齡的孩子對發(fā)音的分辨能力強(qiáng)，磨耳朵對此有利，但是在這之后，孩子們需要的是“可理解輸入”，否則，再多的磨耳朵最后也會隨風(fēng)而逝，不留下什么。
TPRS（Teaching Proficiency through Reading and Storytelling）是一套方法，其核心觀點(diǎn)可以用“RICH”來總結(jié)：
R代表Repetitive，重復(fù)；
I代表Interesting，有趣；
C是Comprehensibleinput，可理解輸入；
H是High frequency，強(qiáng)調(diào)高頻詞匯和句型。
TPRS里面涉及的諸多方面今天這篇文章先不講，今天我們先介紹下期中簡單，好用的循環(huán)提問法，對應(yīng)繪本昨天推送的《丹尼和恐龍》我們舉幾個例子大家就明白了。為什么先講這個呢？因為即使英語基礎(chǔ)很一般的家長，只要略做準(zhǔn)備，也可以非常好地運(yùn)用它。舉例如下：
Whose birthday is today?
Danny's.
Who attend Danny's birthday party?
Danny's friends and a dinosaur.
Does a dinosaur attend Danny's birthday?
Yes.
Do Danny's friends attend Danny's birthday?
Yes.
Does a dinosaur meet Danny's friends?
Yes.
Where does the dinosaur meet Danny's friends?
Danny's home.
Does dinosaur go to Danny's home today?
Yes
.......
理解了嗎？TPRS中的循環(huán)提問法就是把一點(diǎn)簡單的內(nèi)容翻來覆去地問，孩子可能一開始答不上來，沒關(guān)系，你可以替他答，在你如同大話唐僧般的循環(huán)問答中，最終他會達(dá)成“可理解的有效輸入”這個目標(biāo)。
試試吧，提問可以以回答“Yes”or“No”的一般疑問句，簡單的選擇疑問句和What/ When/ Where/ Who等問句組成。
試試吧！
什么是TPRS?來段官網(wǎng)解釋，有興趣地可以在官網(wǎng)研究研究
創(chuàng)始人Blaine Ray的官網(wǎng)（https://tprsbooks.com/what-is-tprs/）：
TPRS? is a living foreign language teaching method that stands for Teaching Proficiency through Reading and Storytelling.? It began as a teaching strategy created by a Spanish teacher, Blaine Ray in the late 1980’s. Through the years, thousands of teachers have contributed to the evolution of TPRS?.? It is based on the idea that the brain needs an enormous amount of Comprehensible Input in the language.? TPRS? focuses on the use of the most commonly-used words and phrases and use them in stories, conversations and other activities so that everything that is talked about in the language is understood by the students.
TPRS? is influenced by the work of Dr. James Asher and Dr. Stephen Krashen.? TPRS? combines Dr. Asher’s Total Physical Response (TPR) with Dr. Krashen’s language acquisition strategies, allowing teachers to focus on using the target language providing amble exposure to concentrated, comprehensible input. The by-product of telling stories and providing this type of input is that students build proficiency and fluency with the abilities to use the language.
