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Total physical response TPR
Submitted 12 years 2 weeks ago by admin.
This is an introduction to the teaching approach known as
total physical response.
Where is it from?
How can I use it in class?
When should I use it?
Why should I use it in the classroom?
A few useful variations
Are there any disadvantages with using TPR?
Where is it from?
TPR stands for Total Physical Response and was created by Dr. James
J Asher. It is based upon the way that children learn their mother
tongue. Parents have 'languagebody conversations' with their
children, the parent instructs and the child physically responds to this.
The parent says, "Look at mummy" or "Give me the ball" and the child
does so. These conversations continue for many months before the
child actually starts to speak itself. Even though it can't speak during
this time, the child is taking in all of the language; the sounds and the
patterns. Eventually when it has decoded enough, the child
reproduces the language quite spontaneously. TPR attempts to mirror
this effect in the language classroom.
How can I use it in class?
In the classroom the teacher plays the role of parent. She starts by
saying a word ('jump') or a phrase ('look at the board') and
demonstrating an action. The teacher then says the command and the
students all do the action. After repeating a few times it is possible to
extend this by asking the students to repeat the word as they do the
action. When they feel confident with the word or phrase you can then
ask the students to direct each other or the whole class.
It is more effective if the students are standing in a circle around the
teacher and you can even encourage them to walk around as they do
the action.
When should I use it?
TPR can be used to teach and practise many things.
Vocabulary connected with actions (smile, chop, headache, wriggle)
Tenses past/present/future and continuous aspects (Every morning
I clean my teeth, I make my bed, I eat breakfast)
Classroom language (Open your books)
Imperatives/Instructions (Stand up, close your eyes)
Storytelling
It can be adapted for all kinds of teaching situations, you just need to
use your imagination!
Why should I use it in the classroom?
It is a lot of fun, students enjoy it and it can be a real stirrer in the
class. It lifts the pace and the mood.
It is very memorable. It really helps students to remember phrases
or words.
It is good for kinaesthetic learners who need to be active in the
class.
It can be used in large or small classes. It doesn't really matter how
many students you have as long as you are prepared to take the
lead, the students will follow.
It works well with mixedability classes. The physical actions get
across the meaning effectively so that all the students are able to
understand and use the target language.
It doesn't require a lot of preparation or materials. As long as you
are clear what you want to practise (a rehearsal beforehand can
help), it won't take a lot of time to get ready.
It is very effective with teenagers and young learners.
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When I use TPR, first I get the students to do the actions and then I do
them and drill the students (chorally and individually) to give them an
opportunity to practise making the sounds. They are then ready to
give commands to each other.
A game I like to play is to organize the students into a circle around
me, I say the word and the last person to do the action is out. This
person then stands behind me and watches for the student who does
the action last. Eventually there is only one student, she is the winner.
You can extend this by playing Simon Says. This time when you give a
command, students should only do it if you say "Simon says..." at the
start. I might say, "Simon says, 'slice some bread'" or "Simon says,
'chop an onion'" and the students must do the action. However if I say,
"Whisk an egg" the students shouldn't do this. If anyone does the
action that Simon doesn't say then they are out and have to watch for
the mistakes of the other students.
Are there any disadvantages with using TPR?
Students who are not used to such things might find it
embarrassing. This can be the case initially but I have found that if
the teacher is prepared to perform the actions, the students feel
happier about copying. Also the students are in groups and don't
have to perform for the whole class. This pleasure is reserved for
the teacher.
It is only really suitable for beginner levels.
Whilst it is clear that it is far more useful at lower levels because the
target language lends itself to such activities I have also used it
successfully with Intermediate and Advanced levels. You need to
adapt the language accordingly.
For example, it helped me to teach 'ways of walking' (stumble,
stagger, tiptoe) to an advanced class and cooking verbs to
intermediate students (whisk, stir, grate).
You can't teach everything with it and if used a lot it would become
repetitive. I completely agree with this but it can be a successful
and fun way of changing the dynamics and pace of a lesson used in
conjunction with other methods and techniques.
Richard Frost, British Council, Turkey
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