I got this nice email from Bernard that address the question of planning structures through all levels. Since I have never taught upper levels with TPRS/CI (I failed with a traditionally trained class once, badly) and also since I don’t plan anything, I defer to the group on this. Does anyone have an answer?
I really missed seeing you in Dallas. The time and efforts that you devoted generously during the nightly coaching session at the previous NTPRS conference were well invested and I found myself growing all year and being unprecedentedly successful in my teaching.
I do have a little question concerning my French curriculum. I understand how TPRS allows us to free ourselves from the textbook and I am lucky enough to be able to use whatever method I feel like in my district. I fully take advantage of this freedom and teach what I love, which keeps my passion alive… and that alone is very contagious in a class.
Nevertheless, I feel that I need to have a framework to work with, to know that I have some sort of continuation in the words/structures that I teach, throughout the 4-5 levels. Do you know of some lists that I could use for each level, which would show a progression in their complexity?
Thank you for lighting up the way for so many of us.