AIM ( Accelerative Integrated Method )

1. AIM(Accelerative Integrated Method)

2. AIM is: • A verb-based rather than noun-based approach allowing teachers and students to be able to function solely in the target language from the outset of the program.• An inductive approach, providing students with the vocabulary and grammatical structures they require on an “on needs” basis.• A multi-sensory approach and considers all the multiple intelligences in its use of visual, musical, maths /logic, kinaesthetic etc. making the language accessible for all types of learners.

3. The elements of AIM(Accelerative Integrated method) A)Gestures B) PDL (Pared Down Language C) Stories, music, drama, dance D) Language Manipulation Activities (written and oral) E) Transfer to spontaneous Speech and creative storytelling

4. GESTURES • Enhance memory retention • Help students learn vocabulary without reverting to translation • Present vocabulary and structures kinesthetically, auditorially, visually • Gestures are the tool to internalization of words • Increase student comprehension

5. Gesturing aids thinking, memory Susan Goldin-Meadow and her colleagues have discovered that gesturing while speaking aids a speaker’s memory when explaining information that was previously learned. University researchers have a new explanation for why many people cannot seem to keep their hands still when they are talking. “Talking with our hands may actually make thinking easier,” said Susan Goldin-Meadow, the Irving B. Harris Professor in Psychology and the College. The impact of the findings, she said, could herald a change in conventional manners. “Your grandmother may have been wrong in this instance. It may not only be OK to move your hands while talking, it may be good for you,” said Goldin-Meadow, whose research appeared in the article “Gesturing Lightens the Load” in the November issue of Psychological Science. By Josh SchonwaldNews Office - University of Chicago Chronicle, Nov. 30, 2001

6. 2. PDL - Pared Down Language • 500-1000 most frequently used words in the Chinese language are presented in the first year and a half: almost all have gestures • The words used with the highest frequency are taught first • Emphasis on verbs: pao, • High frequency opposites taught together –Hao/ Bu tai hao, zou/pao, zhanqilai/zuoxia, nihao/zaijian, kuai/man, chi/he. • Gestured word associations taught with verbs: • he shui, chi pingguo, manman de pao, • Grammatical structures is included in PDL and is easily taught with gestures in an inductive manner. • Wokeyi he shui ma? • Wokeyi chi pingguo ma? • Wokeyiquxishoujian ma?

7. PDL: Word List Sample

8. 3.Story, Theatre, Drama, Music • Why do stories? • “ Children new to [a language] find in a story context for understanding. It is not word lists that command their attention, but the lives of characters that fill the tales they read or listen to,…in the literary stories they meet. • How painful it must be for those children alien to [a language] to sit day after day without feeling connected to what is happening in the classroom. And yet, through storying, how quickly they enter the activity, making sense of what is happening, building their own versions, listening, telling, retelling, talking about, reflecting upon – responding. “ David Booth and Bob Barton • OISE professors, University of Toronto

9. They want to play, so facilitate …… • so long as they use the Chinese words that you have provided for them i.e THE PDL • games can be teacher-led and very directed • Games are a great way to facilitate “pleasant repetition” and commit vocabulary to the Long term memory. • HachiPachi……my personal favourite!