TPRS中的循环提问法

在低龄幼儿英语教学领域，我们经常可以听到一个词“磨耳朵”。而自己英语欠佳的家长尤其钟情用重复播放各种故事歌曲等方法给孩子磨耳朵。然后，然后呢？

非常低龄的孩子对发音的分辨能力强，磨耳朵对此有利，但是在这之后，孩子们需要的是“可理解输入”，否则，再多的磨耳朵最后也会随风而逝，不留下什么。

TPRS（Teaching Proficiency through Reading and Storytelling）是一套方法，其核心观点可以用“RICH”来总结：

R代表Repetitive，重复；

I代表Interesting，有趣；

C是Comprehensibleinput，可理解输入；

H是High frequency，强调高频词汇和句型。

TPRS里面涉及的诸多方面今天这篇文章先不讲，今天我们先介绍下期中简单，好用的循环提问法，对应绘本昨天推送的《丹尼和恐龙》我们举几个例子大家就明白了。为什么先讲这个呢？因为即使英语基础很一般的家长，只要略做准备，也可以非常好地运用它。举例如下：

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

.......

理解了吗？TPRS中的循环提问法就是把一点简单的内容翻来覆去地问，孩子可能一开始答不上来，没关系，你可以替他答，在你如同大话唐僧般的循环问答中，最终他会达成“可理解的有效输入”这个目标。

试试吧，提问可以以回答“Yes”or“No”的一般疑问句，简单的选择疑问句和What/ When/ Where/ Who等问句组成。

试试吧！

什么是TPRS?来段官网解释，有兴趣地可以在官网研究研究

创始人Blaine Ray的官网（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.