Maestría en Educación Bilingüe: el Ingles como Segundo Idioma

Materia: Methods and Approaches of a Second

Language.

Catedrático:M.E. Cesar Augusto Hernández Arellano

Unit II. Oriented Methodologies for Second

Language Teaching.

Modern Adaptations of the Direct Method.

¨Total Physical Response¨TPR

Team:Rodríguez Morales Sandra

Sarabia Aguirre Sayuri

Method developed by:James J. Asher

Sample Classroom Activities•Students sit in a semicircle around the instructor, the instructor ask them to be silent, listen to commands, and then do exactly what she/he does.

The students respond with their bodies.The routine is repeated several times until the students request

to try it without the instructor acting as a model.

The students are invited but not pressured TO REVERSE ROLES, now the teacher performs in response to the students commands.

Later, skits are prepared and perform by students. And still later, problem/solving situations are used.

For five minutes at the end of each class period,students were invited to ask questions about anything thathappened during the classroom experience

VARIATIONS

Maximize Your Language Learning through TPRby Reid Wilson

TPR –B / TPR with bodyIncludes everything that can be done with general body movement:

stand up!sit down!

turn around! turn right!turn left!

lift up your arm!touch your nose!

This is best done in a room with some space to move around.

Simon says

TPR – 0 / TPR with objectsThis is best done sitting a table that has some objects on it.

Could not only learn the words for:

"apple", "banana", "orange", "give me", "take", "put", "smell", "bite", "roll", "peel", and "show me".

You could start off with: This is an apple.

This is an orange. This is an apple.

This is an orange. Where is the apple? (Ss would point) Where is the orange?"

- New words can be fairly quickly built up one at a time.- Remember to learn verbs that are associated with the objects you are

learning.

TPR-P / TPR with picturesPictures are extremely effective language learning tools.

You could go through an album and say :This is a man. This is a boy.

This is a man. This is a boy. Where is the man? Where is the boy?

Gradually both background and foreground objects in the pictures could be learned, as well as verbs:

The carpenter is hitting the nail with a hammer.Leading to requests such as:

Show me the man who is hitting something.

TPR – S / TPR Storytelling

It involves the teacher (and eventually the students) acting out simple stories as a means of understanding the

story and internalizing vocabulary.

By: Blaine Ray

Proficiency orientationStudents live their learning process.

TPR students begin speaking only when each person isready while students in a traditional class speak on cue,usually starting with the very first meeting of the class when the instructor says, "Listen and repeat after me."

Students live their learning process.TPR students begin speaking only when each person isready while students in a traditional class speak on cue,usually starting with the very first meeting of the class when the instructor says, "Listen and repeat after me."

Students learn to learnThe key thought here is that students themselves decided upon the appropriate time to fine-tune with some memorization rather than the usual procedure in a traditional class where the instructor unilaterally makes this decision.

Students learn to learnThe key thought here is that students themselves decided upon the appropriate time to fine-tune with some memorization rather than the usual procedure in a traditional class where the instructor unilaterally makes this decision.

Proficiency orientationThe functional, active use of the language, and the

contexts normally use in the target culture do not seem to be a natural outcome of this method

The functional, active use of the language, and the contexts normally use in the target culture

do not seem to be a natural outcome of this method

The spoken grammar is highly promoted, but after 60 hours of training, there still could be many errors in pronunciation and grammar

The spoken grammar is highly promoted, but after 60 hours of training, there still could be many errors in pronunciation and grammar

Potential Drawbacks•Incongruence with proficiency goals.

•Only little chance to handle the language for natural or normal purposes.

•Challenging for shy students.

•Suitable for beginners.

In conclusion…

The secret of TPR is to make it a regular, ongoing part of your language study program, with great

emphasis at the beginning but continued use throughout your language learning days.

The ability to learn 30 new words any given hour is fun, but the commulative effects of learning 30 new

words each hour for many, many hours is where real language ability develops.