Total Physical Response

TOTAL PHYSICAL RESPONSE
By: Betzaida Ortiz
EDUC 566
Prof. Leroy Alicea

Objective
The general objectives of Total Physical Response are to teach oral proficiency at a beginning level. Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker. Specific instructional objectives are not elaborated, for these will depend on the particular needs of the learners. Whatever goals are set, however, must be attainable through the use of action-based drills in the imperative form.

Types of learning and teaching Activities
-Imperative drills are the major classroom activity in Total Physical Response.
-They are typically used to elicit physical actions and activity on the part of the learners.
-Conversational dialogues are delayed until after about 120 hours of instruction.

The learner’s Role
Learners in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Learners are required to respond both individually and collectively. Learners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative-based format for lessons.

Teacher’s Role
-The teacher plays an active and direct role in Total Physical Response. "The instructor is the director of a stage play in which the students are the actors". It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictably.

The role of instructional materials
-There is generally no basic text in a Total Physical Response course. Materials and realia play an increasing role, however, in later learning stages. For absolute beginners, lessons may not require the use of materials, since the teacher's voice, actions, and gestures may be a sufficient basis for classroom activities. Later the teacher may use common classroom objects, such as books, pens, cups, furniture. As the course develops, the teacher will need to make or collect supporting materials to support teaching points. These may include pictures, realia, slides, and word charts.

How to Teach using TPR
-TPR and the syllabus- every TPR lesson needs to include three steps: 1) teaching/learning; 2) practice or rehearsal and 3) testing or evaluation
-Class size: TPR works best with about 8 students.
-How many new vocabulary items in one lesson? Nine new vocabulary items in one lesson is an average achievable goal.
-Ask for/expect no oral participation
-Using consistent imperatives: the teacher uses the imperative form of the verb throughout (Point to … Walk to …Touch the etc.).
-Lesson steps/1, 2 and 3:
Step 1: Teaching/learning
Step 2: Practice or rehearse

Step 3: Evaluate
-Getting ready:
Set learning goals for teacher and students.
Memorize your script.
Use your normal intonation, rhythm and stress pattern.
-Practice your first lesson in front of a mirror!

-Lesson procedures for each new language unit
Model
Say: the three imperatives
Randomize the imperatives
Individual response at random/evaluation
-Predictability as a teaching tool.
-Consistent modeling: each day is important
-One-step additions to the syllabus: one unit at a time
-Maintain all steps in the teaching sequence
-Vocabulary choice: useful
-Evaluate!

Techniques - TPR
Step I The teacher says the commands as he himself performs the action.
Step 2 The teacher says the command as both the teacher and the students then perform the action.
Step 3 The teacher says the command but only students perform the action
Step 4 The teacher tells one student at a time to do commands
Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students.
Step 6 The teacher and student allow for command expansion or produces new sentences.

Commands - TPR
“Oops! I forgot to put back the chalk!”
1. Stand up.
2. Walk to the board.
3. Pick up the chalk.
4. Write your name.
5. Put the chalk in your pocket.
6. Pick up the eraser.
7. Erase your name.
8. Put the eraser down.
9. Go back to your desk.
10. Sit down.
11. Stand up again.
12. Go back to the board.
13. Take the chalk out of your pocket.
14. Put the chalk down.
15. Go back to your desk.

Activity 1 - TPR
Stand up

Sit down

Stand up

Sit down

Raise your hand

Put your hand down

Stand up

Raise your hand

Put your hand down

Sit down

Raise two hands

Put one hand down

Put the other hand down

Open your book

Close your book

Open your hands

Close your hands

Close your eyes

Open your eyes

Stand up
Raise your hand
Put your hand down
Raise your book
Put your book down
Open your book
Open your mouth
Close your mouth
Close your book
Sit down
Open your mouth
Close your mouthS
HHH (whisper) Be quiet (hold students quiet for 30 seconds)
That's very, very goodWonderful!Material required: a book for each student

Activity 2 – (Advanced level)
Materials Required: chalkboard or writing paper
Read the following instructions to the students.

Go to the chalkboard (or take out a piece of paper)

Write 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Write A B C D E F G H I J

Draw a line under the number 4

Draw a line under 6, 7, 8

Draw a line under 9, 10

Draw a line under E F G

Draw a line under I J
Draw a circle around A B

Draw a circle around F

Cross out number 1

Cross out numbers 3 and 4

Cross out A B C

Erase 1, 2, 3, 4

Erase E F G