Total physical pespond POWERPOINT

- Instructors give commands to students in the target language, and students respond with whole-body actions.. Students onely hear and perform the commands with the teacher.. To memoriz

Welcome to our TPR class.

TPR ROUTE

1 The introduction of TPR

2 Experience from a real TPR class

3 The Inferences from the experience

4 Principle review

5 Technique review

6 Micro-teaching

THE INTRODUCTION OF TPR

 What is TPR?

- Total physical Response

- Based on the coordination of speech and physical movement

- Instructors give commands to students in the target language, and students respond with whole-body actions

- Linked to the “trace theory” of memory psychology (Katona 1940)

 Background:

- Asher developed TPR as a result of his experiences observing young children learning their first language

- Most of the interactions that young children experience with parents or other adults

combine both verbal and physical aspects  Children respond physically before they

begin to produce verbal responses

- Asher made three hypotheses based on his observations

The method is an example of the comprehension approach to language teaching:

• Comprehension abilities precede productive skills in learning language

• The teaching of speaking should be delayed until comprehension skills are established

• Skills acquired through listening transfer to other skills

• Teaching should emphasize meaning rather than form

• Teaching should minimize leaners’ stress

In the book English through actions: “ No method of teaching foreign speech is likely to

be economical or successful which does not include in the first period a very

considerable proportion of that type of classroom work which consists of the carrying out by the pupil of orders issued by teacher” (Palmer)

EXPERIENCE FROM A REAL TPR CLASS

• Teacher will present and explain the approach they will use to learn English in L1, in particular, Swedish

• Ask four volunteer Ss to come and do what he requires in L2 with him

• “Stand up” the teacher does and Ss follow.

• Say and do another one “Sit down” and Ss follow.

• Do the two orders several times through the teacher’s command

• A new order “Turn around” The volunteers act out with the teacher.

• Use this command again for Ss to face to the class

• “Sit down Stand up Turn around Sit down”

• The new command “Walk” Ss walk towards the class together.

• A series of command “Stop Jump Stop Turn around Walk Stop Jump Stop Turn

around Sit down”.

• Performs these commands again and changes the positions of them “Stand up Jump

Sit down Stand up Turn around Jump Stop Turn around Walk Stop Turn around Walk Jump Turn around Jump Sit down” Faster.

• The teacher does not move Sit and give orders “Stand up Sit down Walk Stop Jump

Turn around Walk Turn around Sit down”.

• One of the four Ss follows the teacher’s commands

Stand up Turn around Turn around Jump Sit down” Ss are able to carry

out these commands.

desk Point to the door Walk to the door Touch the door Point to the chair Walk to the chair Touch the chair”.

• Practice the orders several times through the teacher’s command together.

• Give order one more time No movement Say the commands & act them out when Ss are confused

• Turn to the rest of the class & give a series of commands “Stand up Sit down Stand

up Point to the desk Point to the door Walk to the door Walk to the chair Touch the chair Walk Stop Jump Walk Turn around Sit down”.

• Turn to the four Ss and orders “Stand up Jump to the desk” they may pause for a

moment

• Give the unpracticed commands “Touch the desk Sit on the desk”.

• Put the commands in the compound sentence “Point to the door and walk

to the door”.

• Show the new orders on the board and perform in each action.

• Ss takes note the commands on their notebooks.

• One of the Ss is commanding to the other Ss and the teacher “Raise your

hands Show me your hands Close your eyes Put your hands behind you open your eyes Shake hands with your neighbor Raise your left foot”.

OBSERVATIONS PRINCIPLES

1. First of all, three simple commands are said

and teacher act them out.

2. Students onely hear and perform the

commands with the teacher.

3. The teacher combines the commands by

saying them quickly while acting them out

with the volunteers.

To memorize the meaning of the commands

by observing teacher’s actions and to imitate the

teacher.

To understand the meanings related with

actions before speaking.

By copying teacher’s actions, students can get basic understanding of the target language

THE INFERENCES FROM THE EXPERIENCE

OBSERVATIONS PRINCIPLES

4. Say the commands , stays still and only

students perform the commands.

5. Gives the commands to who have not

performed yet.

6. New commands are introduced only after

student have mastered the previous ones.

7. After a combination of commands, the order

of them will be changed

Memorize the language by listening to teacher’s commands, not by imitating

Learn the target language through observing actions and by acting out.

The feeling of success and being less

confused motivate students

Avoid memorizing the commands through a fixed order

OBSERVATIONS PRINCIPLES

8. When students make an error, the teacher

repeats the command while acting it out.

9. Teacher gives the students commands that they

have not heard before

10. Teacher says ‘Jump to the desk’ Everyone

laughs.

Correction should be carried out in an

unobtrusive manner.

They must develop the ability of understanding,

novel combination of target language chunks

Students need to understand more than the exact sentences used in training Novelty is motivating.

Sometimes fun situation helps students

comprehend the language more easily.

OBSERVATIONS PRINCIPLES

11.Teacher writes the new command on the

black board.

12.A few weeks later, a student who hasn’t

spoken before gives commands.

13.A student says “shake hand with your

neighbor”.

In language teaching, spoken languages should

be emphasized over written ones.

That student has enough motivation to begin to speak, students will speak when they are ready.

Students can make mistakes when they first begin speaking So, teacher should take time and work

on the fine details of the languages The errors should

be postponed until students have become more proficient.

1 Objectives of the teacher:

• To have Ss enjoy their experience in learning to communicate in L2.

• To reduce stress when studying L2.

PRINCIPLE REVIEW

2 Teacher’s and Learners’ roles:

Teacher plays an active and direct role in TPR.  Learner has the primary roles of listener an

3 Major characteristic of TPR:

A few students are asked to follow teacher’s commands and actions

These students perform the commands alone to prove that they understand the

requirements

The commands will be recombined to have students develop flexibility in understanding unfamiliar utterances

The commands are often humorous

Students learn how to read and write the given oral commands

When students are ready to speak, they become the ones who issue the commands

After beginning speaking, students expand the activities including skits and games

4 The nature of Student – teacher

vs Student – student interaction:

1 interacts and speaks with both the whole group of students

and with individual students.

respond nonverbally.

3 Must demonstrate Ss’ understanding of the commands perform actions together.

Begin to speak.

Had better issue commands to one

another as well as to the teacher.

5 Ways to deal with learners’ feelings?

 Allow students to speak when they are ready.

 Make language learning as enjoyable as possible.

 Not provide too much modelling.

 Should not expect the perfection.

6 How is language viewed? How is culture viewed?

With the acquisition of the native language, the oral modality is primary

Culture is the lifestyle of people who speak the language natively

7 What areas of language are emphasized? What language skills are emphasized?

Vocabulary and grammatical structures are emphasized

They are embedded within imperatives with single words and multi- word chunks

The spoken language is emphasized over written language

8 What is the role of the students’ native language?

TPR is usually introduced in the student’s native language

Meaning is made clear through body movements

9.How is evaluation accomplished?

Teacher will know immediately whether or not students understand by observing their students’ actions

10 How does the teacher respond to student errors?

Teachers should be tolerant of them and only correct major errors

As students get more advanced, teachers can “ fine tune”- correct more minor errors

TECHNIQUE REVIEW

A USING COMMANDS TO DIRECT BEHAVIOR:

The use of commands which are acted out

Meaning are conveyed through actions

Preparation for commands in advance keeps students’ interest

 Main steps in a TPR lesson :

• Teacher says and performs several basic commands and student copy them

• Next, only students carry out the commands said by the teacher

• Then several mixed sequences of the commands are introduce to better students’ memory of the language

 Notice:

The mastery of commands and the pleasure of succeeding are priority, so any rush for

new commands is not recommended.

Asher believes that teachers can base TPR method on teaching all grammatical points

for a particular level of learners

B DEMONSTRATION:

Introducing commands:

1) First stage: “cook” - “eat” - “drink”

2) Next stage: “wash my hands” - “clean the table” - “take a shower”

3) Action sequence: “cook – eat – drink – wash my hands – clean the table – take a

shower”

 Teaching present continuous tense through TPR method:

Teacher: “What am I doing?” – “I am eating” (modelling)

Teacher: “What is she/he doing?” (point to someone)

Students: “she/he is eating”

Notice: Teacher and students do the same with the remaining verb phrases.

 Role reversal:

After the teacher gives both spoken and written forms of the commands and

students have grasped the relation between the commands and the relevant

actions, it’s about time for them to speak through directing their classmates and

teacher to perform the commands.

 Action sequence:

 After the students get the hang of the commands, a long series of commands which together form a series of daily activities.

 The teacher gives a chain of the commands as a daily routine of someone

“cook the fish – eat the fish – drink coke – wash my hands – clean the table – take a shower”

MICRO-TEACHING