Asher's Total Physical Response - Wikispacesliteracyvolunteerscolliercounty.wikispaces.com/file/view...James Asher's Total Physical Response-Ashort introduction-What is TPR?' TPR(total

James Ashers

Total Physical Response-A short introduction-

What is TPR

TPR (total physical response) is a method of teaching language using physical movementto react to verbal input in order to reduce student inhibitions and lower their affectivefilter t allows students to react to language without thinking too much facilitates longterm retention and reduces student anxiety and stress in order to implement TPReffectively it is necessary to plan regular sessions that progress in a logical order andto keep several principles in mind

TPR is not Simon says gesture based songs simply using commands to practice English

DEMONSTRATfON

with the help of Christine ~g[j1 we will explore some elementary Chinese commandsand vocabulary items

NOTES

Whats so good about TPR anyway

bull Easy to implementno translationTPRinstruction requires no translation or L1 support It can help students andteachers make the transition to an English language environment

bull New playing field no disadvantage for academkaUy weaker studentsTPRdoes not depend on lett-brain academicr skills This gives all students a chanceto shine in a new environment

bull Trains students to react to language and not think about it too muchTPRrequires an instant reaction As there is no time to think during TPR practicestudents can break the bad habit of over-analyzing Language and become morecomfortable with going with the flow or guessing from context

Reduces pressure and stress for studentsTPRdoes not require a spoken response from students Also if implemented properlystudents always understand what is happening during TPRpractice resulting inincreased confidence and a lowering of the affective filter

bull Different style of teachinglearningTPRcan be a break for both students and teachers a refreshingly different style ofteaching Judiciously used it can break up a lesson or day and keep students alert

bull long-term retentionfmagic effectTPRresults in long-term retention of language items and the constant repetition andrecycling involved reinforces this leading to a magic teaming experience

bull Repetition is disguised more effective inputSkillful use of TPRallows us to drill language targets repeatedly without losingstudent interest

bull Addresses important weakness of Japanese studentsJapanese students due to teaching methods and their school environment havetended to be strong at reading and writing English and weak at listening andspeaking TPRaddresses this by working on students aural comprehension at thesame time as forcing them to be active listeners

bull Perfect for ITTPRis perfect for team-teaching classes ~s with two teachers one can serve as themodel while -the other calls out commands

bull Hard to showResults come from regular planned application One shot lessons while perhapsinteresting or diverting do not yield the same results as a carefully thought out seriesof lessons

I

NOTES

The theories behind TPR

bull Childhood language acquisition theories

Children are exposed to huge amounts of language input before speaking Languagelearners can also benefit from following this natural progression from

comprehension to production instead of the more normal situation where learnersare asked to produce instantly

bull The right brainlleft brain dtvide

The eft brain can be described as logical one-track and cynical t is used whenanalyzing talking discussing etc Most classroom activities in Japan are aimed atthe left brain The right brain is used when moving acting using metaphor drawingpointing etc it is targeted by sports and extra-curricular activities in Japaneseschools

When language is taught by lecturing or explaining the cynical left brain is targetedand the information is kept in short term memory (if at all) It is soon forgotten as itnever becomes real to the studen LWhen language is taught actively through movement the right brain believes theinformation and retains it in the same way that skills such as swimming or riding abicycle are remembered long term

bull Lowering stress and the affective fitter

Students learn more when they are relaxed This is because the affective filter amental barrier between the students and the information is raised when students arenervous or uncomfortable When the affective filter is high learners find it harder tounderstand process and remember information

TPRhelps reduce the affective fitter because it is less threatening than traditionallanguage activities Students do not have to produce language Mistakes areunimportant and easily (and painlessly) corrected by the teacher Language isrememDered easily and long-term

Some principLes

bull Prepare a scriptit is essential to prepare a script for what you want to do as it is extremelyimportant not to change the language half way through [t is also important torecombine previously learned language in new ways These factors combined withthe pace necessary for successful TPR instruction mean that it is extremely difficultto improvise the commands

bull Build on what has gone beforeTPRinstruction should be seen as a progression) with new language being added toand combined with the old every session

bull Recycle language and review extensfvelyOn a similar note previously learned language should be reviewed and cycled intolessons constantly in order to reinforce it

bull Dont change the target languageWhile it can be useful to introduce synonyms it is extremely important that theLanguage not be changed half-way through a session This is extremely confusing forstudents

bull Be good-natured and positiveIn order for students to relax and feel comfortable during TPR practice the teachershould project a friendly and positive manner

bull Introduce limited number of new items and manipUlate them extensivelyIt is very important to limit the number of new items in order to avoid studentoverload and to allow students to process and absorb the language New and oldlanguage should be manipulated in a variety of ways in order to give students a largeamount of practice

bull Incorporate some humorOnce students are used to TPR practice introducing a limited amount of humor intothe class can greatly increase students interest and enjoyment

bull Students dont speakStudents should not be forced to repeat the commands or otherwise speak until they~re~ -

bull Students dont helpraquo each otherStudents should not need help with the TPR commands as the meaning should beobvious from contextthe teachers explanationpreviously [earned languageTranslating commands into Japanese reverts to left brain input and the benefits ofTPRare lost StudentIistening abilities are also not improved

DEMONSTRATION Part H

NOTES

How can ALTs implement TPR in japanese schools

bull TPR as warm-upTaking five minutes at the beginning of each class to do a TPRstyle warm-up wouldbe an easy way to introduce TPRto your classes

bull Previewpre-teach languageBy using TPRto pre-teach the language students will encounter in future lessons youcan reduce the difficulty of those lessons

bull TPR in regular classesTPRcan complement normal classes by enhancing student motivation and confidencedeveloping students Listening ability and breaking up the routine throughbrairrswitching

bull TPR in elective classesElective classes are a great opportunity to really explore the possibilities TPR has tooffer

bull TPR in elementary schoolTPR is perfect for elementary school classes as students are used to learning in avariety of ways and particularly enjoy movement

bull Room set-up_ - _~__1[pq2siQ~ th~LSpound_Tl~DgE-~CfJ)_eset up so that all students can see the action easily

-and so that teachers have fairly good access to most students

ResourcesTPR

Learning Another Language Through Actionsby James J Asher

tnstruciors tsoteboolaquo How to Apply TPR for Best Resultsby Ramiro Garcia

TPRWorldhttDllwwwtpr-worldcoml

TPR Storytellinghttpwwwtprstorytellingcom

Please get in touch if you have any questions iwould also love to hear how it went ifyou tried to implement TPR in your classes

Ben Shearonko-caprefmiyagi jp

STARTING WITH TOTAL PHYSICAL RESPONSE

In the following units pupils learn language which is rehting to people and tlljngs nearest to themwhen they are at school the classroom and the objects ill it numbers and colours themselves andtheir fellow pupils (their body parts their clothes)

L1NIT A

PreparationWrite the words of the sets below on little cards for easy handling and varying the order of thecommands

Basic proceduee1 Sit in front of the classroom Place two chairs on either side of2 Ask four pupils to come up to the front of the class and have them sit on either side of you

facing the group

Say stand and immediately stand up as you motion the pupils on yom sides to do the same111en say sit and sit dawn and motion the pupils to do the same Repeat this a couple oftimes

TI1eJlsay stand to the whole group and motion them to stand then say sit and modellingthe action have the group do the same Repeat this a couple of times

Switch to yom group of four and repaet the procedure without modelling the actionyourself

Then repeat this procedure with the whole group Say very good children you canunderstand English now

Do set A1 ill the same ITl21111el vmyillg and repeating the commands and switching fromthe group of fom to the whole group

siWords head back face chestto sit to stand to touch

Touch yom headSitTouch your backStandTouch yom chestSitTouch yom headTouch yom back

2

Stand

Touch vour faces

Touch your face

Note The teacher goes on as long as it takes to get quick and unhesitating responses from the pupilswith all items The action must be lively

A2 New words arm leg elbow knee foot toe shoulderleft right

Touch yom chest_Touch your left armTouch yarn left handTouch your right elbowTouch yarn right footTouch yarn left shoulderTouch yom backTouch yom right legTouch yom left kneeTouch yom right shoulderTouch yom chestTouch yom right armTouch yom left elbowTouch yom

UNITB

Bl Revision of the words in unit A

Touch yom headTouch vour right Iez

J - -

Touch yom chestTouch yom left elbowTouch yom right shoulderTouch your left footTouch yom right kneeTouch yom backTouch yarn

B2New words finger thumb nose) hair chin mouth ear eyeput open close

Open YODI mouthClose yom mouth

3

Put 2 finger on your mouthPut a finger on your nosePut YODI hand on YODI hjrPut your left thumb on your chinClose your left eyeOpen your left eyeClose your right eyeOpen your right eyePut a thumb on vour left earPut a thumb on YODI right earPut your hands on your facePut your hands on your headPut two fingers on your chinClose your eyesOpen your eyes

B3 New words neck cheek lip tongue toothteeth eyebrow foreheadto show

Show me your teethShow me your tonguePut a finger on your tonguePut a fingeron one toothPut your hands on your cheeksTouch your foreheadTouch your left eyebrowTouch your right eyebrowPut a finger on your lipsShow me your teethTouch your left eyebrowPut a hand on your neckPut a finger on your right cheekTouch your tonguePut your right hand on your forehead

IiNIT C

C1Revision of the words from units A and B

Do it - A game

The teacher gives commands without modelling the action himselfherself The pupils respond tothe COIlJID2llds Anyone making a misatake is out The teacher starts with simple COIlJIIl21lds butthese will get more complicated as the game continues

4

TPR SEQL~CES AT POST-BEG~~ER LEVEL

The following TPR sequences am be acted out bu-t there Me more W2S to use them Take the firstsequence Going out for a walk Writing is one of things you can do I stood up from my chan andturned off the radio because Iwanted to go out fora walk (and so on) Pupils may find it interestingto write and act out a dialogue between a policeman and somebody who must account for his actions on a certain night TIle detailed actions in the sequence may be used freely and details ameasily be added by the suspect Sequences like these am be used inmany different communicativeways - it is a matter of creativity

Writing a letterGoing out for a walk

(You are listening to the radio)Stand up from your chair Go to the radio

TumitofpoundGo to the -windowLook outsideSit down agillnPick up your shoesPut them in front of youPull up your socksPut your shoes onStand upWa]k to the doorOpen itGo outsideClose the door behind youTake out your keyPut it ill the keyholeLock tile GOaLLook up at the skyWilkaway

Pick up your penBegin at the top of the paper Dear Write your letterLook up from your paperLook sadPut down your penRub your eyesPick up your perLGo on writingStop writingPut down your penPut one hand under your chinThink

Look happyGo on writingLook up at the clock behind YOlL

Fmish your letterFold the letterTake an envelopePut the letter insideLick the flap stick it downWrite the address on the envelopePick up a stamp Iick it stick it onStand upRun to the Ietterbox outsideHurry up Hurry up

iO _J

What is TPR - Updated Immersion and Dual Language httpwwwtprsourcecomlasherhtm

Notice that when children acquire their first languagethey becomefluent native speakers at a concrete level of discourse thengradually acquire abstractions in context or by asking directquestions such as IIMother what does Igovernment I mean Motherthen explains using simple languagethat the child understands

To break languageapart into artificial categories such as phonologyvocabulary grammar and semantics is of keen interest to teachersbut of no concern to students because in the process of achievingfluency with TPR they internalize everything simultaneously with noanalysis in the same way that children acquire their first languageAnalysis into artificial categories is fine to polish the targetlanguagefor advanced students who are already fluent but not forbeginners or even intermediate students

I do recommend however that five or ten minutes at the end of asession be open to curious students who prefer to ask questionsabout pronunciation or grammar

Does TPR really help students with grammar

It doesWith TPRstudents understand grammar in the right brain butcannot tell you how grammar works If your intent is getting specificpoints of grammar point out the grammatical form AFTER it hasbeen experienced (the right brain truth of the experience) andafter the student is already familiar with the vocabulatyinto theleft brain for analysis then Schesslers book can help

Remember the right brain internalizes without analysis forhigh-speed learning The critical left brain must analyze everythingwhich makes for agonizingly slow-motion learning Excellentguidelines to keep in mind for teaching any subject come from LeslieHart who calls left brain learning brain antagonistic instructionwhile right brain learning is bruin compatible instruction (For moreon right-left brain research discoveries in more than 4000 studiesread my books Brainswitching Learning on the Right Side of theBrain and The Super School Teaching on the Right Side of theBrain)

90f11 6182013 943 PM

What is TPR - updated Jmmersion and Dual Language httpwwwtprsourcecomiasherhtm

How to make the transition to speaking reading and writing

After ten to twenty hours of TPR instruction role reversal is oneway to make the transition (students assume the role of instructorto direct you and other students)

Once the students are into Role Reversal they can begin to see thewords and go into Speaking Reading Writing the Student booksWe Learn English (Spanish French German) providelessonsactivities in Speaking Reading Writing ell related tovocabulary acquired in Listening lessonsand ALL based oncomprehensionThis is well elaborated in Berty Segal CooksTeaching Languagethrough Action program

Later Student-created skits which they write and act out areanother transition Storytelling is a third option

Student Pronunciation

Most studies converge on this conclusion If you start a secondlanguageprogram before puberty children have a high probability ofachieving a near-native or even native accent After pubertystudents can still acquire another languagebut most all will havesome accent even if they Jivefor fifty years in another countrywhere the languageis spoken

There is another intriguing fact about the right side of the brainThe right brain can process information coming in on parallel trackswhile the left brain is limited to one track This has profoundimplications for acquiring other languages in school If we use thepowerful tool of TPR for understanding on the right side of thebrain then it makes sense to start students in elementary schoolwith several languageswhich the right brain can eaSily handlewithout interference

If TPR is applied skillfully by elementary school teachers studentscan graduate from the 8th grade understanding two three or fourlanguageswhich can be further polished in high school bringingstudents to fluency Remember the earlier we start internalizing

10 of 11 61182013 943 PM

SCRIPT 5 Tools

VERBS NOUNSPick up the hammer nail wrench

pliers bolt nut

Put the (__ ) on the (_) screwdriver screw hookpaintbrush paint sandpaper

Put down the flash light battery bulb

Point to the

SCRIPT 6 OUTDOORSIINTERSECTIONS

VERBS NOUNShouse apartment street

building

mail box stairs front door

fireplug sidewalk curb

Point to the bus stop stop sign corner

grass tree bush

driveway path alley

bus car van

motor-cycle truck train

Total Physical Response A Curriculum for Adults 14English Language and Literacy Center SI Louis MO 63105-3323

August 8 2003Margaret B_SilverBarbara AdelmanElisabeth Price

SCRIPT 7 CLOTHING

VERBS NOUNShat jacket gloves

undershirt bra slip

panties briefs pantyhose

Point to the shoes boots sandals

socks sweater shirt

jeans pants skirt

blouse dress suit

SCRIPT 8 U S MAIL

VERBS NOUNS

Point to the envelope letter package

letter carrier return address mailing address

stamppostage postmark postcard

Total Physical Response A Curriculum for Adults 15English Language and Literacy Center SI Louis MO 63105-3323

August 8 2003Margaret B SilverBarbara AdelmanElisabeth Price

SCRIPT 9 Public Transportation

VERBS NOUNSPoint to the taxi bus train

SCRIPT 10 PREPOSITIONS OF MOTION

VERBS NOUNS

Gounder the bridge up the stairs over the bridge

down the stairs

Get out of the taxi into the taxi

Toy cars and bridges and stairs made of cardboard work quite well as props

SCRIPT 11 PARTS OF A CAR

VERBS NOUNS

Point to therearview mirror windshield hood

bumper side view mirror tireTouch the dashboard steering wheel ignition

front seat back seat child safety seat

Total Physical Response A Curriculum for Adults 16English Language and Literacy Center S Louis MO 63105-3323

August 8 2003Margaret B SilverBarbara AdelmanElisabeth Price

THE IjEV~ BLOOMS TAXONOMYamp FOREIGN LANGUAGE INSTRUCTION

GOOD COMPREHENSIBLE INPUT-BASED SECOND LANGUAGE TEACHING USES ALL OF THESE LEVELS OF THINKINGWe can encourage students to think at high levels even in beginning cOiJrses

Constructing meaning from oral classify compare describe discuss explainwritten and graphic messages express give examples give main idea infer

interpret paraphrase report review selectsummarize translate

Can the student use the information in anew way

Level of Thinking

1 REMEMBER

(lowest level)Retrieving recognizing andrecalling relevant knowledgefrom long-term memory

2 UNDERSTAND

3 APPLYCarrying out or using aprocedure

4 ANALYZEBreaking material intoconstituent parts determininghow the parts relate to oneanother and to an overallstructure or purpose

5 EVALUATEMaking judgments based oncriteria and standards

6 DESIGN

(highest level)Putting elements together toform a coherent orfunctionalwhole reorganizing elementsinto a new pattern

Key Question f Verb Examples

Can the student recall or remember theinformation

arrange define label list match memorizename order recall recognize repeatreprod uce restate state

Can the student explain ideas orconcepts

apply choose demonstrate dramatizeexecute illustrate implement interpretoutline point out role play show sketchsolve use

Can the student distinguish between thedifferent parts

analyze appraise attribute break downcalculate categorize compare contrastdifferentiate r discriminate dissectdistinguish examine organize question test

Can the student justify a stand ordecision

argue appraise assess critique checkconclude compare criticize defendestimate evaluate judge justify predictrate select support value

Can the student create a new product orpoint of view

assemble combine compile composecreate construct design develop deviseformulate generate invent organize planprepare produce propose reconstructrevise rewrite write

Examples of Comprehensibleinput-Based Activities

Answer questions that begin withwho what when where (if theanswer is explicitly given in a story)

Match characters to actiondialogueInformation gap questionsTrue-Faise EitherOr statementsMatch L2 vocabulary to English

Summarize a story in own wordsRestate main idea of story Explain why a character in a storydoessays something (when answerwas stated in story)

Oescribe a personplace in the storyTranslate text aloud to English

Act out novel commandsRewrite a story from a differentpoint of view (POV)

Act out a storyOrawa story

Answer ~ or open-endedquestions (when answer is indirectlystated or implied in a story)

Break down the main actions of thestory

Use a VENN diagram to compareand contrast (characters situationscountries cultures schools etc)

Evaluate appropriateinappropriateactions of characters

Compare culturesPredict what will happen nextMake inferences

Create and give novel commandsWrite an original storyCompose a class storyInvent new details for a storyGenerate invent answers tohypothetical questions

Rewrite a story adding details amporcharacters that were not in theoriginal

- Alan Blooms classic 1956 learning taxonomy was revised and refined by Lorin Anderson and David KrathwohI in 2000