TIẾNG ANH CHUYÊN NGÀNH Total physical response

Goals of the teacher enjoying the experience in learning to communicate in L2  reducing stress when studying foreign languages... Teacher’s & Learner’s role Teacher’s role the direc

Total Physical Response

1 Goals of the teacher

 enjoying the experience in learning to communicate in L2

 reducing stress when studying foreign languages

2 Teacher’s & Learner’s role

 Teacher’s role

the director of all students’ behavior

 Learners’ role:

 the imitators of the teacher’s nonverbal model

3 The role of L1 & Interactions

 Learners’ L1:

i) used to introduce the lesson

ii) rarely used later

 Interactions

i) T the whole class/group; individual (nonverbally) ii) Ss (verbally) T (non-verbally)

iii) Ss Ss; S S

4 Vocabulary Teaching

 introduced through imperatives

 objects in the immediate environment

VERB

ADV

5 Grammar Teaching

 Imperatives: an important role (b/c of the frequency of occurrence in speech directed at young children learning their L1)

 Multi-word chunks, single word chunks introduced with imperatives

e.g Stand up if you are from Asia

Smile if you are wearing a T-shirt

6 Language Skills

Natural Order of Skills

 Listening (very important during the silent period)

 Speaking (not force Ss to speak when they aren’t ready)

 Reading

 Writing

7 Material & Syllabus

Materials

objects around the classroom

 visuals, written texts

 tasks for kinaesthetic learning

Syllabus

 sentence based syllabus with lexical & grammatical criteria

 meaning > form

8 Language & culture; learners’ feeling

 just as the acquisition of L1, oral modality is primary

 culture: the lifestyle of people who speak L2 natively

 not forcing Ss to speak at the beginning

 silent period – important

 perfection- not necessary

 stress- reduced (by the use of zany

commands, humorous skits of actions-

enjoyable)

9 Error correction

 Errors: inevitable

 Only major errors: corrected unobtrusively

 at more advanced level, only minor errors corrected

10 Teaching Techniques

1 Using Commands: major technique, getting

Ss to perform action; actions meaning of command clear

2 Role reversal: Ss command their teacher & classmates

3 Action sequence: T issues 3 connected

commands

10 Questions

 What are some characteristics of TPR that are similar to the way children acquire their native language?

 One of the principles of TPR is that when student anxiety is low, language learning is enhanced How does this method lower

student anxiety?

 What are some advantages & limitations of