With the emergence of new teaching methods in foreign language such TPRS (Teaching Proficiency through Reading and Storytelling, formally Total Physical Response Storytelling), teachers are faced with the problem of implementing this method into the classroom where it is often met with sceptisim from collegues and admistrators. By using TPRS, teachers focus on providing comprehensible input in a top down model. By using elements of both methods, namely storytelling for vocabulary and grammatical structures as well as discreet grammar explanation, teachers can use both methods in a way that is effective. The focus of this thesis is to provide teachers with a way to incorporate contextual grammar excercises while still using TPRS.
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