# data[].attributes.attachment_link.description
The Natural Approach has 67 ratings and 8 reviews. Marco said: What is the book about?The book is about the Natural Approach, a language learning/teachi...

# data[].attributes.attachment_link.title
The Natural Approach | Methods and Approaches of Language Teaching

# data[].attributes.attachment_link.description
The Natural Approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s.

# data[].attributes.attachment_link.readable_text
The natural approach developed by Tracy Terrell and supported by Stephen Krashen is a language teaching approach which claims that language learning is a reproduction of the way humans naturally acquire their native language. The approach adheres to a communicative approach to language teaching and rejects earlier methods such as the audiolingual method and the situational language teaching approach which Krashen and Terrell (1983) believe are not based on "actual theories of language acquisition but theories of the structure of language "

The Natural Approach vs the Direct Method

Although The Natural approach and the Direct Method (also called the natural method) share some features, there are important differences. Like the direct method, the natural approach is

" believed to conform to the naturalistic principles found in second language acquisition. Unlike the direct method, however, it places less emphasis on teacher monologues, direct repetion,and formal questions and answers, and less focus on accurate production of target language sentences" (Richards and Rodgers, 1986:129)

Theory of language

Krashen and Terrell view communication as the primary function of language, and adhere to a communicative approach to language teaching, focusing on teaching communicative abilities rather than sterile language structures.

What really distinguishes the Natural approach from other methods and approaches are its premises concerning the use of language and the importance of vocabulary:

Language is viewed as a vehicle for communicating meaning and messages.

Vocabulary is of paramount importance as language is essentially its lexicon!

This means that language acquisition cannot take place unless the acquirer understands messages in the target language and has developed sufficient vocabulary inventory. In fact, it should be easier to reconstruct a message containing just vocabulary items than one containing just the grammatical structures.

Theory of learning

Krashen grounded the Natural approach on a number of learning tenets.

The Acquisition-Learning Hypothesis

Krashen makes a distinction between acquisition and learning.

Krashen defines acquisition as developing competence by using language for real communication. It is a natural way of developing the abilty to speak a language, paralleling first language development in children and refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.

Learning, however, refers to formal knowledge of a language. It is the process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge. Formal teaching is necessary for "learning" to occur, and the correction of errors helps with the development of learned rules.

The Monitor Hypothesis

Conscious learning can function only as a monitor or editor that checks and repairs the output of the acquired system. The Monitor Hypothesis states that we may use learned knowledge to correct ourselves when we communicate, but that conscious learning has only this function. Three conditions limit the successful use of the monitor:

1. Time. Sufficient time for a learner to choose and apply a learned rule.

2. Focus on form. Focus on the correctness or on the form of the output.

3. Knowledge of rules. Knowing the rules is a prerequisite for the use of the monitor.

The Natural Order Hypothesis

The acquisition of grammatical structures proceeds in a predictable order. Certain grammatical structures or morphemes are acquired before others in first language acquisition of English, and the Natural Order Hypothesis claims that the same natural order is found in second language acquisition. It is also believed that errors are signs of naturalistic developmental processes. Similar developmental errors occur in learners during acquisition (but not during learning) no matter what their native language is

The Input Hypothesis

The Input Hypothesis relates to acquisition, not to learning and states that people acquire language best by understanding input that is slightly beyond their level of competence. Krashen refers to this by the formula L +1 (where L+1 is the stage immediately following L along some natural order.) Comprehension is achieved through linguistic and extralinguistic context clues including knowledge about the world, the context of the situation etc... Comprehension precedes the emergence of speaking as fluency appears only as a result of the provision of sufficient comprehensible input. By comprehensible input, Krashen means the utterances that learners understand based on linguistic and extralinguistic context and which consists of a sort of simplified code. He contends that when there is such comprehensible input, language acquisition proceeds successfully. Krashen also claims that when there is enough of such comprehensible input, L+1will usually be provided automatically and

Affective Filter Hypothesis

There are three types of emotional attitudinal factors that may affect acquisition and that may impede, block or freely passes necessary input for acquisition. These are motivation, self-confidence, and anxiety. Acquirers with a high affective filter are less likely to develop competence.

In a nutshell

Teaching according to the Natural Approach involves the following principles:

Teaching according to the Natural approach focuses on communicative abilities.

One of its objectives is to help beginners become intermediate.

Vocabulary is considered prior to syntactic structures.

A lot of comprehensible input must be provided.

Use of visual aids to help comprehension.

The focus is on listening and reading. Speaking emerges later.

Reducing the high affective filter by

focusing on meaningful communication rather than on form.

providing interesting comprehensible input

The technique used in this approach are often borrowed from other methods and adapted to meet the requirement of the approach. These include:

Conclusion

The Natural Approach belongs to a tradition of language acquisition where the naturalistic features of L1 acquisition are utilized in the L2 acquisition. It is an approach that draws a variety of techniques from other methods and approaches to reach this goal which is one of its advantages. But the originality of this approach does not lie in these techniques but on the emphasis on activities based on comprehensible input and meaningful communication rather than on only grammatical mastery of language.

References:

To read more on the Natural Approach and other methods:

Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge, UK: Cambridge University Press.

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman

Others sources:
Wikipedia: The Natural Approach

# data[].attributes.attachment_link.title
The Natural Approach to language teaching

# data[].attributes.attachment_link.description
The natural approach developed by Tracy Terrell and supported by Stephen Krashen is a language teaching approach which claims that language learning is a reproduction of the way humans naturally acquire their native language.

# data[].attributes.attachment_link.title
BIT 10302 ELT METHODOLOGY on openlearning.com

# data[].attributes.attachment_link.readable_text
All we hear defines the world around us.
Whether you're hearing a child's laughter, a babbling book or a frat boy belching in your ear - sounds shape our world.

Listening is a major part of life experience.

Unfortunately, lots of people are so wrapped up in the speaking part that they forget this.

Sounds give us clues about our surroundings, while stimulating our thoughts with new feelings.

In the linguistic world, the phonemes and phonological structures of individual words, phrases and sentences serve to enrich our communication. They all add a colorful layer of meanings and emotions to our speech. Because sound plays such an important role in our experience, sharpening your ESL students' listening skills will help them to enjoy and apply English comfortably and interactively.

Why ESL Listening Exercises Are Critical

While sadly neglected in many ESL classrooms, listening is every bit as important as speaking. In fact, appropriate and accurate interpretation of a communicated message will encourage even your shyest ESL learners to participate more vigorously in communicative situations.

Why? Because listening goes beyond the mere act of hearing something. Listening is an art, a way we connect with others.

Becoming efficient listeners is especially critical for ESL students because:

ESL students spend most of their class time listening as opposed to reading or writing.

Efficient listening promotes healthy communication.

Having proficient listening skills enables ESL students to understand instructions and information, allowing them to follow or respond appropriately.

According to Frankfurt International School, "Listening is NOT a passive process; it is an active skill of interpreting the verbal and non-verbal output of the speaker in order to understand the message."

Communication Is a Two-Way Street

Because there's a speaker and a listener in every interaction, an efficient conversation is promoted when the speaker can communicate a thought clearly, while the listener can competently receive the communicated message, understand the words and their meaning in the associated context, evaluate the intent of the speaker and respond with socially and culturally appropriate verbal and non-verbal forms.

To help your ESL students develop the confidence and competence to listen, respond and interact in a conversation, let's nourish them with some entertaining ESL listening activities!

5 ESL Listening Activities to Sharpen Your Students' Ears

1. Listen and Read Along

Your students may be able to recognize words individually. However, when words are put into a set of related sentences, the time it takes to recognize and process them may cause your ESL students to feel overwhelmed. To give your students the full experience of how words are used in real life, try to have them listen and read along with you.

Audio books are great because they allow students to follow an accompanying text while listening. This way they can familiarize themselves with the sounds of English. I also recommend nursery rhymes and Dr. Seuss because they have lots of repetitive chunks of text. Not to mention, the reading is fun and relaxing.

2. Story Dictation: Say Sentences, Not Words

I am a big fan of applying language in social contexts. While dictation is definitely a part of my lesson plan, I like to give this seemingly daunting "test" an innovative twist. Instead of saying the vocabulary right up front, I like to hide my vocabulary within a few strung-together sentences. Students are supposed to identify the vocabulary and spell it out. This exercise challenges students to focus on what's being said, while listening for the vocabulary as sentences are dictated to them.

For example, the vocabulary word given to students in this round is beautiful.

I say: "It was a great day to take a walk. So Jenny decided to put on a beautiful dress and visit the Rose Garden."

Challenge for teachers: Use your vocabulary and sentences to tell a story so your students aren't just sharpening their listening skills, but also hearing a great story!

3. Blindfolding: Learning in the Dark

Have you ever wondered how the world would be if one of your highly relied-upon senses was taken away? The game "blindfolding" does exactly that by taking away your sight.
The Game Plan
1. Divide your students into two teams.

2. Each teammate is supposed to find a partner from the team and decide who would be the "Leader" and who would be the "Follower."

3. The "Follower" will be blindfolded and will need to accomplish an easy transfer task, such as take a pencil and put it on a certain person's desk.

4. The "Leader" will be given a task card and is responsible to help the "Follower" get to the destination successfully.

5. When the "Follower" successfully accomplishes the task, the next pairing of "Leader" and "Follower" sets off to accomplish a new, different task.

6. The team that successfully completes all tasks wins.

4. Telephone

Telephone is an easy and timeless game in the schoolyard. While the traditional method of passing messages down a row of students is certainly entertaining, I like to play telephone a little differently to incorporate the spirit of treasure hunting.
Materials

20 treasures (I like to use cards)

20 notes (each describing the location of the card)

The Game Plan
1. Hide 20 cards in 20 different places around the classroom. You can use poker cards or even make some all on your own. I like to use cards because they're so easy to be buried and hidden, but you're free to use any toys or other materials you wish.

2. Depending on the size of your class, divide your students into groups of two or three.

3. Divide the cards into two or three separate piles. If the numbers don't add up, separate a card and use it as a bonus card.

4. Have the first person pick a card from their container and whisper the message to the second person in line. The message is then passed down to the last person. This person is responsible for finding the card.

5. If the last person is successful, he'll bring the card back and earn a point for his team. The last person will then become the first person to pick out another note from the pile.

6. If the message is lost in the middle, the last person can request to redial and have the message repeated and passed down again. Depending on the level of your students, you can offer up to three chances for redial per person. If redials are used up, the card is returned to you. The last person becomes the first person and will need to pick up a new card to continue the game.

7. Points are earned as the students collects the treasures. The game grows exciting because teams who finish their piles first can steal notes from other teams to earn additional points.

8. At the end of the game, tally up the points and announce the winner.

5. Light, Camera, Action: the Joy of Learning Through Media

Learning through media helps your students to learn and practice everyday English as spoken by normal people!

Media emulates the interaction you experience from your real world. Videos and movies capture not only the verbal, but also the non-verbal cues in the context. This turns a listening exercise into a more engaging and interesting experience.

Have your students watch movies and short clips and listen to songs. Supplement with worksheets to evaluate how much your students manage to capture.

As your students develop their listening confidence, you can also invite them to create media of their own. Depending on the level of your students, you can make this a personal or group project. Encourage your students to be creative and experiment with English by recording a story, video or song. Ask them also to craft 5 questions related to the medium they created, so their peers can reap the full benefits of fun and learning.

Great Places to Start Gathering English Video Material

If you're looking for ideas or ways to diversify your media selection, YouTube is a great place to start. The site offers a wide variety of videos and clips that captures genres that range from humor to standard news reports. There are songs and even allegories to stretch your ESL students' imagination, while exposing them to the rich American culture.

While you're at it, go grab a few real-world videos from FluentU's awesome English video collection! We've got tons of video clips which are perfect for classroom learning activities.

Another great website is LearnEnglishFeelGood.com. It contains snippets of movies that are typically 2-3 minutes long. What's better is that the site also offers a list of questions at the end of every movie that can be used to quiz your students.

Using games and media in your ESL listening lessons will enable your students to experience "language in real action" firsthand. Enrich your ESL students' listening skills with these fun games and watch them play and grow simultaneously.

If you liked this post, something tells me that you'll love FluentU, the best way to teach English with real-world videos.
Bring English immersion to your classroom!

# data[].attributes.attachment_link.title
5 ESL Listening Exercises to Sharpen Your Students' Ears

# data[].attributes.attachment_link.description
All we hear defines the world around us.Whether you're hearing a child's laughter, a babbling book or a frat boy belching in your ear -- sounds shape our world.Listening is a major part of life experience.Unfortunately, lots of people are so wrapped up in the speaking part that they forg

# data[].attributes.attachment_link.readable_text
How would you like to have them hanging on your every word?

Bringing Total Physical Response (TPR) into your classroom will have them eagerly awaiting your commands!

Don't believe me? Just keep reading, and you will soon see how this teaching approach injects excitement and fun into your classroom and every word you speak.

If you don't know what TPR is, then you are in the right place.

Using the Total Physical Response method in your classroom will allow your students to develop their English skills in an exciting, fun way, kicking stress to the curb.

It has a long history with characteristics developed from psychology and the innate natural ways we all learn our first languages as children. Your students will hone their listening skills and begin speaking English after one lesson. Their confidence will boom as their motivation to learn more grows and grows.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

A Brief History of Total Physical Response

Total Physical Response is a teaching method revolving around the coordination of speech and student action. Its foundation is teaching and learning through physical action, utilizing your students' motor skills while they respond to commands as quickly as possible.

It was developed by Dr. James Asher, a professor of psychology at San Jose State University, California. Dr. Asher combined several theories and methods in his design of the method, including learning theory, developmental psychology and humanistic pedagogy.

What Theories Support the Effectiveness of Total Physical Response?

This learning method takes many of its cues from behavioral psychology.

Dr. Asher's methodology has often been discarded or redeveloped by language psychologists and linguists, however, his views and methods are still very much a part of language learning today.

We should develop language learning activities that surround our natural, childhood-esque learning patterns.

For example, building commands that promote action. This is what Dr. Asher saw as the bio-program for language learning. This is why Total Physical Response is based on a child's learning abilities during their acquisition of their first language.

Children learn speech through commands, both giving and receiving them. They ask mommy for a snack, ask daddy to take them to the park and respond (hopefully) when they are told to go to bed, all the while building memories for their future actions.

Another development principle applied here is delaying speech until listening comprehension is acquired by your students. Listening is the foundation for other language skills, so meaning of language should be emphasized and there should be little to no student stress during any learning activity. They do not necessarily need to communicate, they just need to focus on responding.

We should utilize brain lateralization.

This is when you develop language learning through the use of the right and left hemispheres of the brain. The left side of your brain is normally the language learning center, but combining right and left, your students' connections, imagery and logic can both be stimulated and used for optimal success.

This is, in fact, based on a stimulus-response model taken from behavioral psychology, known as the Sv-R type learning. The (Sv) represents the verbal stimulus you give to your students during a TPR activity. The (R) represents your students' responses to the stimulus (command) you provided. The behavioral psychology of the stimulus-response methods still stands strong. Stimulus-response remains a simple and effective way to elicit action from your students as they build the cognitive map essential for language retention.

This relates to the ideology represented in how we learn language as children, revolving around the fact that children respond to verbal commands more than anything else.

Dr. Asher also utilized the principles of yet another theory in order to build up his new language learning methodology. Trace theory is a psychological method used to connect memory with action. The idea behind the trace theory in language is to develop a more intense memory of a word or set of words, which in turn creates more intense imagery and is connected strongly to an action. So, your students should have a visual image and physical response logged away for every word they learn.

We should recognize that stress is a language learning killer in many aspects.

TPR aims to eliminate as much stress as possible from the learning process. This should be the goal for you as an ESL teacher anyway, but keeping this practice in your TPR activities is essential.

The TPR learning theory is based upon one aim, despite the amount of different theories, approaches, task types and objectives involved. The one, single-minded aim of this is delivering memorable language lessons.

If you're after another great resource to provide heaps of input in a stress-free way, be sure to check out FluentU .With inbuilt quizzes, flashcards and a massive library, you'll be able to present English with heaps of context to match your TPR class.

The 3 Elements of Total Physical Response Tasks

This method revolves almost exclusively around the use of verbs and, of course, eliciting action from your students. Dr. Asher believed that the mighty verb was the key to unlocking language learning and the core to language use and organization.

However, it goes a bit deeper than that. Here are the three cornerstones of Total Physical Response.

1. Non-abstractions and abstractions

Non-abstractions are first developed by your students using nouns and imperative verbs. These create detailed "cognitive maps" for your students, while also putting grammar at work behind the scenes. For example, using non-abstractions puts your students into action mode, while the reasoning behind the action may be left out until commands are met with quick response.

Your students will be doing a lot of moving around as you command them to do certain things like, "stand up and touch your head." It is straightforward and simple. There is one, clear cut route from command to response. Nothing remains unclear or uncertain in the middle.

Abstractions are brought into the picture later, once the detailed cognitive map has been firmly set in your students' minds. If you instruct your students to "stand up and talk to your neighbor about how they are feeling today," this goes a bit deeper. This is more open-ended, and the questions and responses can be whatever the students want them to be. How can you talk to someone about their day? How can you nicely ask about feelings, without being invasive? What feels like the right way for you to speak to your neighbor? Which words to choose?

The abstraction or deeper meaning behind it is explained after commands and responses are nearly perfect, or at least complete. At this point you will explain the abstract meanings behind what your students were doing during the activity. What is the purpose of talking to someone about how they are feeling? Is it common culturally for Americans, Australians or other native English speakers to address each other in this way? For example, you might explain that asking someone how they are is polite, starts conversation and shows empathy for someone else's feelings and daily life. You might also explain how Americans always say "How are you?" as a type of greeting, and the response to this does not have to be elaborate.

2. Speech acts

Total Physical Response is heavily based on commands and actions, but the methodology also involves more in-depth areas of language learning and usage as well. Utilizing speech acts and role plays is also a large chunk of learning with this method.

Students do not have to remain silent. As noted in the above point, you can instruct students to interact with one another, get information and have conversations.

For example, you can instruct a student to ask another student about a commonly known word in your class. "Jose, ask Maria the definition for dog. " Jose will ask Maria and Maria will give a response. This builds communication and discussion, while producing language skills for asking questions and receiving answers.

3. The lexical approach to vocabulary acquisition

Dr. Asher drew from the lexical approach to language learning, which encourages people to learn and teach language in chunks instead of isolated units. So, instead of teaching one single vocabulary word, you should teach it within the context of a more complete phrase or sentence.

For Total Physical Response purposes, this can be achieved by compounding nouns and verbs through commands and actions. The use of single words simply does not lend itself well to these methods.

In fact, the methodology behind this focuses more on grouped words rather than singular forms found in more traditional English learning. Sure, you can bark, "jump, run, walk, sit!" but that takes some of the depth out of the method. You also miss lots of opportunities to teach more words.

For example, instead of telling your student what an apple is by showing a picture on a board and saying "apple," you will say "Juan, stand up, find the apple and place it in the fruit bowl." This will have that student stand up, remember what an apple is and locate the item itself, then recall what a "fruit bowl" is and place the item inside it. See how much more involved this can get?

How to Set Up Total Physical Response Activities for Total Success

TPR encompasses three essential principles for you and your students to develop and implement for a great, stress-free TPR activity in your classroom:

1. Students listen before speaking.

2. Students learn through commands.

3. Students target language speech evolves from listening.

The process is quite simple and exceptionally effective.

Create a stress-free learning environment.

Low stress in your classroom is optimal in any ESL activity and this is especially important in TPR. You can develop a stress-free learning process by keeping the information simple at first, showing your students before commands are given.

Building on simple commands are also essential in keeping the stress levels low. Allow your students to develop the cognitive map based on non-abstractions before moving into the the deeply-rooted meanings (abstractions) behind the language.

Your students will need to hone their listening skills. The TPR principal of listening before speaking should be at the forefront of your TPR lesson plan. Students will need to listen individually and as a class in order to respond effectively to you or other students' commands.

Students will eventually take on their own commands and you should encourage them to speak when they are confident and ready to do so.

The roles of teachers in TPR activities are to first instill confidence and fun in order to keep the stress-free environment in the classroom. You will be responsible for building your students' cognitive maps during the TPR activity.

You will need to have a plan in place to slowly build on the target language for student ease of comprehension. Focus on simplicity and give crucial feedback, allowing students to really grow as they listen, respond and speak.

For beginner students who are experiencing TPR for the first time, you will in most cases not need any materials for a successful class. They will be focusing on your simple commands, like "stand up," "sit," "raise your left hands" and so on.

For more advanced TPR classes, you can begin implementing objects in the lessons. For example, having a student stand, walk to the back of the classroom, grab a specific book or item, then carry it to a student to give it to them, is an example of utilizing TPR materials. You can also put doors, windows, light switches or bookshelves into use as well.

A Sample Activity for Putting Total Physical Response into Practice

Putting TPR into practice is easy and you will find enjoyment as a teacher, while your students experience a new, fun way to learn English. There are a few elements of your TPR lesson plan to remember before beginning. Think about the commands and language you are going to present.

Is it easy for your students to comprehend?

Do you have a plan in place for showing your students first?

Are you using materials, and if so, are your students ready?

How will you keep stress out of your lesson?

Always question your lesson from a student's perspective. You should have a fairly good idea about your students' needs and English levels by the time you are ready to create a TPR lesson that will be fun, exciting, stress-free and informative.

Warm up your students with a fun, quick activity. For example, command your students to stand up. Have them touch their toes, stretching out. Have them touch their ears, head and shoulders. Left and right directional warm up activities are also great, developing a directional cognitive map essential for future TPR lessons.

Once your students are warmed up and ready to go, start with target language you want to present. Say a command and show the response you expect to see. Your students' memories begin with your actions and voice command. They will begin connecting listening with action immediately.
For this TPR lesson, you will use the verb "hold."
Command your students to hold up their hands, letting them participate as a class first, before you begin calling individual students. This will instill confidence as a group and keep stress out of the TPR equation.

Next, command one student to hold up his or her hands. Then command him or her to hold up a pencil. Then command him or her to hold up the pencil of another student. This command will build on the original command and be developed into a sentence.
Here is the sequence of commands.
Everyone, hold up your hands.

Great! Put your hands down.

Class, hold up your hands.

Put your hands down and sit down.

Jose, hold up your left hand.

Jose hold up your pencil in your left hand.

Jose, stand up, move to Maria's desk and hold up her pencil.

Maria, hold up Jose's pencil at his desk.

And the TPR activity will continue in that manner as you work through all your students, giving commands and watching for correct and quick responses.

You will also begin to have other students give commands to their classmates. You can build on one verb in many ways, it is all up to your TPR creativity.

TPR is an excellent way to develop your ESL students' listening, response and speaking skills in a fun and collaborative way. They will have an understanding of English in a more practical and cognitive way as they connect their memory with actions they will use in a variety of real-world English situations abroad, at their office or in school.

Give them a stress-free way to learn that promotes excitement, confidence and eagerness to learn more.

And One More Thing...

If you're looking for creative ways to teach English, then you'll love using FluentU in your classroom!

It's got a huge collection of authentic English videos that people in the English-speaking world actually watch regularly. There are tons of great choices there when you're looking for songs for in-class activities.

You'll find music videos, musical numbers from cinema and theater, kids' singalongs, commercial jingles and much, much more.

On FluentU, all the videos are sorted by skill level and are carefully annotated for students.

Words come with example sentences and definitions. Students will be able to add them to their own vocabulary lists, and even see how the words are used in other videos.

For example, if a student taps on the word "searching," they'll see this:

Plus, these great videos are all accompanied by interactive features and active learning tools for students, like multimedia flashcards and fun games like "fill in the blank."

It's perfect for in-class activities, group projects and solo homework assignments. Not to mention, it's guaranteed to get your students excited about learning English!

Sign up for a free trial and bring FluentU to your classroom today.

Stephen Seifert is a writer, editor, professor of English and adventurer. With over 7 years of teaching experience to students worldwide, he enjoys the many aspects of culture and traditions different from his own. Stephen continues his search for writing inspiration, boldly enjoying life to the fullest.
Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

If you liked this post, something tells me that you'll love FluentU, the best way to teach English with real-world videos.
Bring English immersion to your classroom!

# data[].attributes.attachment_link.title
The Total Guide to Total Physical Response (TPR) in ESL Classrooms

# data[].attributes.attachment_link.description
How would you like to have them hanging on your every word? Bringing Total Physical Response (TPR) into your classroom will have them eagerly awaiting your commands! Don't believe me? Just keep reading, and you will soon see how this teaching approach injects excitement and fun into your classroom and every word you speak.

# data[].attributes.attachment_link.description
41. References Books T.Diaz-Rico, L. (2004). Teaching English Learners Strategies and Methods . Pearson Education, Inc. Herrell, A., & Jordan, M. (2004) Fifty Strategies for Teaching English Language Learners . Pearson Education, Inc. D.Moore, K. (2005). Effective Instructional Strategies . Sage Publications, Inc. Gonzalez, V., & Yawkey, T., & Minaya-Rowe, L.

# data[].attributes.attachment_link.readable_text
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?

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 'language-body 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 mixed-ability 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.

It involves both left- and right-brained learning.

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.

# data[].attributes.attachment_link.description
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?