TPRS with Chinese Characteristics - Waltz, Terry T
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Have you read or heard about TPRS, but don't quite know where to begin? A little hesitant about teaching a "hard" language like Chinese using Comprehensible Input? Or would you like some inspiration from a different angle to spark your teaching in a "common" language like Spanish or French? TPRS with Chinese Characteristics summarizes fifteen years of teaching Chinese using TPRS/CI. Focused on classroom practice, the book presents tested, effective strategies and skills that will allow you to leave the myth of Chinese as a "difficult" language -- or indeed any language being difficult to…mehr

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Have you read or heard about TPRS, but don't quite know where to begin? A little hesitant about teaching a "hard" language like Chinese using Comprehensible Input? Or would you like some inspiration from a different angle to spark your teaching in a "common" language like Spanish or French? TPRS with Chinese Characteristics summarizes fifteen years of teaching Chinese using TPRS/CI. Focused on classroom practice, the book presents tested, effective strategies and skills that will allow you to leave the myth of Chinese as a "difficult" language -- or indeed any language being difficult to master -- far behind your students. The book provides clear, basic descrptions and hints for using TPRS to provide comprehended oral input. This basic phrase is applicable to all languages, though the examples center on Chinese and its specific challenges such as tones. The reading section offer a variety of reading activities and modalities to help teachers stuck on keeping reading from becoming routine and boring. From tones, Pinyin, and reading instruction to writing prompts and output, TPRS with Chinese Characteristics fills in the gap between "traditional" Spanish- and French-focused TPRS training and the special challenges faced by students of Chinese as well. Chinese teachers, and those teaching other non-WYSIWYG scripts such as Japanese, will find many hints on making students joyful, fluent readers of these "difficult" writing systems.
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