The teacher gives commands to learners in the foreign language and demonstrates the actions... Learners respond through physical actions e.g.[r]
(1)PRIMARY INNOVATIONS Handout 5: Total Physical Response The teacher gives commands to learners in the foreign language and demonstrates the actions Learners respond through physical actions e.g Fly like a bird The teacher gradually withdraws the actions so that learners are eventually only listening to the spoken words Although production is not forced, some learners may be given opportunities to act as the teacher and give the commands to other students if they are ready As learners progress, the commands get more difficult Several commands may be joined together e.g Fly like a bird Fly to a tree Sit in the tree Go to sleep TPR is based on ideas from how young children learn their mother tongue Parents use a lot of commands with children in which they tend to respond physically before they produce verbal responses This method emphasises building up comprehension skills before learners are expected to produce language Learners work out the meaning of the commands from the physical movements so these act as a support for understanding the words Later they begin to link words with the meaning Learners find it enjoyable to move around using their bodies and so learning takes place in a happy stress free environment Total Physical Response is a method of teaching a foreign language through physical actions Cameron, L 2000 Teaching Languages to Young Learners Cambridge University Press P107 Richards, J.C & Rodgers, T S 1986 Approaches and Methods in Language Teaching Cambridge : Cambridge University Press The United Kingdom’s international organisation for cultural relations and educational opportunities A registered charity: 209131 (England and Wales) SC037733 (Scotland) (2) Using Total Physical Response (TPR) How Teacher can support children to understand creating a context providing a meaningful purpose for listening e.g we are going to play a game today through slow clear instructions together with demonstration/ actions initially repeating instructions using different groupings of students e.g whole class, group, individual so learners could learn by watching others providing realia providing feedback e.g that’s right, good Ways in which Teacher created Progression From slow speed > faster speed of delivery/pace From listening ( receptive) to speaking ( productive) From concrete support e.g actions > more abstract e.g., words only From whole class ( less threatening) > individual Increase in number of commands e.g begin with two and then increase to Same sequence of commands > vary sequence of commands How TPR assists children’s second/foreign language learning It draws on their ability to learn through activity / experience (uses kinesthetic/visual intelligences) It makes use of their physical energy and short attention spans It makes use of their sense making abilities It enables them to participate and learn even with limited language It takes account of their sense of fun It develops their understanding (comprehension skills) It prepares them for speaking e.g they are picking up vocabulary and language patterns but not need to speak Page of (3) It develops their observation skills Purposes for Using TPR / Listen and Do Activities To present new language for understanding To revise vocabulary / sentence patterns/ provide further exposure to new language To help children pick up chunks in a fun way To raise awareness about some aspect of language ( help children to notice) Teacher Steps Learner activities Create a context Learners listen and watch- trying to make sense- respond in L1 Provide a meaningful purpose for listening Learners listen and watch- trying to make sense Say commands & actions Learners watch and listen the first time Say commands together with actions Learners watch & respond by doing the actions Say commands only Learners listen and Repeat steps & with new commands Learners first watch and then listen, watch and Repeat step Learners listen and Get volunteers to act as teacher Some learners act as ‘ teacher’ & others listen and Page of (4)