[quote=“ironlady”]Yeah, but if you were more familiar with the method we’re talking about, you would realize that we do not use question words as items for repetition. There’s no need, because over the course of the thousands if not tens of thousands of questions that get asked in a good TPRs classroom over the course of a year (average 5-6 per minute when input it going on), the question words get ample repetition. Since we are aiming to have students acquire the question words in this way, rather than in a concentrated manner, we post them on the wall.
TPRS is designed to impart the STRUCTURE of the language, not vocabulary per se. “Often” is not a structure. It’s something that needs to be put into a structure and presented as an item for repetition. We would question about the frequency of the action, but we would not use “often” as an item.
I would not post all the vocabulary GiT speaks of, because I don’t want things to deteriorate into a substitution drill. I would post uncommon or “fun” words that we want to use in class for interest but that I do not expect the students to acquire. Generally, they go ahead and acquire them in that situation anyway. [/quote]
I never said use question words for items of repetition. I said use the words that follow how as items of repetition in a variety of structures. There is no point in making a poster for the following words, how often, how tall, how big, how far, how heavy, how expensive, how cheap, how long…etc when how can be put on that poster and like you said acquired over the period of a semester or year as “duo” instead of always thinking that it means “ru he” or “ze me”. When the words tall, big, long, expensive, cheap etc have been acquired by use in a variety of structures then any question with how — will be easily understood.
I also did not say often is a structure, which is why in both my posts I mentioned that it should be learnt in the context of a structure and I even posted “too often, very often, not often enough, how often etc.” That would be four different structures and I am sure you could probably think of more. I also said that it is not necessary to limit the class to one structure as they are all easily understood in the context. Similarly, I assume using tall or big as words in those exact same structures would help students acquire them better in a different context.
As for uncommon or fun words - I did mention kiss and play computer games, pretty relevant to Taiwanese students and enough to get some smiles and growls.
I guess the main point I was trying to make is that it is not necessary to translate every question structure in which how appears as a separate question.