using tprs in learner –centered classrooms. introduction the difference between tpr & tprs...
TRANSCRIPT
Using TPRSin Learner –Centered Classrooms
Mansour Wahby
• Introduction
• The difference between TPR &
TPRS
• Steps of TPRS
• Key Factors of TPRS
• TPRS Demo Lesson
Session A
TPR & TPRS
Total physical responseDr. James J. Asher
Professor of psychology
Total Physical Response StorytellingBlaine Ray
Spanish Teacher
TPR & TPRS
Both rely on the following two assumptions;
2. The process allows for a long period of listening and developing comprehension prior to production.
1. When learning a second language, language is internalized through a process of codebreaking similar to first language development.
Teaching Proficiency through Reading and Storytelling
to help studentsapply the words learned.
James J. Asher's
TPR system
personalizedfunny stories
Blaine Ray
TPRS Key Factors
Personalization
Humour
Com
preh
ensi
ble
inpu
t
Using the language as a means to get to know students and to get them interested in the message is an effective way of delivering input that is both comprehensible and interesting
TPRS Key Factors
Personalization
Humour
Com
preh
ensi
ble
inpu
t
Personalization can be accomplished by asking students simple questions about their lives in the target language and also by the inclusion of celebrities known to the students.
TPRS Key Factors
Personalization
Humour
Com
preh
ensi
ble
inpu
t
Using humorous stories lowers what Krashen calls the "affective filter," or the part of the brain that becomes self-conscious when trying to speak or learn a new language.
TPRS Key Factors
Personalization
Humour
Com
preh
ensi
ble
inpu
t
AcquisitionThe TPRS method is built on the attempt to teach language while students are enjoying themselves. Thus the method purportedly results in "language acquisition" as opposed to "language learning" which, in the traditional sense, involves a format that includes teaching grammar and drilling.
TPRS Key Factors
Personalization
Humour
Com
preh
ensi
ble
inpu
t
The Communicative approach focuses on
interaction in the classroom, so that students are ready
for interacting in the real world.
All TPRS Key Factors help interaction to
take place authentically.
TPRS Steps
Establish Meaning
Ask (not tell) a story
Read and discuss the story
TECHNIQUE
Step 1•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.
TECHNIQUE
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.
Step 1•The teacher says the
commands as he
himself performs the
action.
Step 1•The teacher says the commands as he himself performs the action.
TECHNIQUE
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.
Step 2•The teacher says the
command as both the
teacher and the
students then
perform the action.
TECHNIQUE
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.
Step 3•The teacher says
the command but
only students
perform the
action
TECHNIQUE
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.
Step 4•The teacher tells
one student at a
time to do commands
TECHNIQUE
Step 5•The roles of teacher and student are reversed. Students give commands to teacher and to other students.
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.
TECHNIQUE
Step 6•The teacher and student allow for command expansion or produces new sentences.
Step 6•The teacher and student
allow for command
expansion or produces
new sentences.