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
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with whole-body actions.

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


Background:
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Asher developed TPR as a result of his experiences observing young children learning
their first language.

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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”


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

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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.

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

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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”.

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

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”.


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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.


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.

PRINCIPLES

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

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.


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.


PRINCIPLE REVIEW
1. Objectives of the teacher:

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To have Ss enjoy their experience in learning to communicate in L2.
To reduce stress when studying L2.


2. Teacher’s and Learners’ roles:
Teacher’s role
Teacher plays an active and direct role in TPR.

Students’ role



Learner has the primary roles of listener an
performer


4. The nature of Student – teacher
vs Student – student interaction:

Phase
1

Teacher
interacts and speaks with both the whole group of students

Students
respond nonverbally.

and with individual students.

2

responds nonverbally.

become more verbal.

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.

 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:
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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.