Recall Practice Activities
People often ask what is the difference between Rosetta Stone and QTalk. There are 2 key differences:
1. Drawn images or symbolic "cues" vs. photographs
2. The Q-sentence and Recall Practice Activities
Q-Sentences are THE KEY to the QTalk Method. They are what has been missing in "visual" language instruction. By giving your students symbol sentences to interpret, you give their brains the chance to store each word individually and yet in context so that they will be able to subsequently use that same vocabulary independantly in a variety of combinations - even ones you have never done together - as if by magic.
You cannot overuse the Q-Sentence or any variation of recall activity used with it.
Through repetiton we build and expand the same phonetic synapses we develop in our native languages. Repetition through slightly varied practical application exercises is the key. Teacher praise combined with proper "modeling" leads to auto-correction.
Note for young children - Make language magical by refering to all sentences as "stories". Who can tell me this story? What’s happening in this story? Who wants to make a really long story?, etc. Soon your students will be begging to come up to the board to make their own stories. You’ll see!
People often ask what is the difference between Rosetta Stone and QTalk. There are 2 key differences:
1. Drawn images or symbolic "cues" vs. photographs
2. The Q-sentence and Recall Practice Activities
Q-Sentences are THE KEY to the QTalk Method. They are what has been missing in "visual" language instruction. By giving your students symbol sentences to interpret, you give their brains the chance to store each word individually and yet in context so that they will be able to subsequently use that same vocabulary independantly in a variety of combinations - even ones you have never done together - as if by magic.
You cannot overuse the Q-Sentence or any variation of recall activity used with it.
Through repetiton we build and expand the same phonetic synapses we develop in our native languages. Repetition through slightly varied practical application exercises is the key. Teacher praise combined with proper "modeling" leads to auto-correction.
Note for young children - Make language magical by refering to all sentences as "stories". Who can tell me this story? What’s happening in this story? Who wants to make a really long story?, etc. Soon your students will be begging to come up to the board to make their own stories. You’ll see!