Total Physical Response (Tpr)
Páginas: 25 (6061 palabras)
Publicado: 7 de octubre de 2011
Total Physical Response (TPR)
A Curriculum for Adults ©
By Margaret Silver, Barbara Adelman and Elisabeth Price English Language and Literacy Center, St. Louis, MO 63105
Total Physical Response: A Curriculum for Adults
English Language and Literacy Center, St. Louis, MO 63105-3323
i
August 8, 2003 Margaret B. Silver/Barbara Adelman/Elisabeth Price
table of contentsIntroduction .......................................................................................................................... 1 The “why” and “how” of tpr ................................................................................................. 1 How to teach using tpr .......................................................................................................... 3 tpr’slimitations..................................................................................................................... 3 1 2 3 4 5 6 7 TPR and the syllabus................................................................................................. 3 Class size .................................................................................................................. 3 How many newvocabulary items in one lesson? ....................................................... 3 Ask for/expect no oral participation........................................................................... 3 Using consistent imperatives ..................................................................................... 3 The lesson/steps 1, 2 and 3........................................................................................ 4 Getting ready: A. Set learning goals for teacher and students........................................................... 4 B. Memorize your script .......................................................................................... 4 C. Use your normal intonation, rhythm & stress....................................................... 4 8 Practiceyour first lesson in front of a mirror! ............................................................ 5 A. You say: .............................................................................................................. 5 B. You pantomime:.................................................................................................. 5 9 LESSON procedures (for each new language unit).................................................... 5 A. model .................................................................................................................. 5 B. Say and Practice .................................................................................................. 5 C. Randomize theimperatives.................................................................................. 5 D. Individual response at random/evaluation ............................................................ 6 10 11 12 13 14 15 Predictability as a teaching tool ................................................................................. 6 Consistent modeling ................................................................................................. 7 One-step additions to thesyllabus ............................................................................. 7 Maintain all steps in the teaching sequence................................................................ 7 Vocabulary choice..................................................................................................... 7 Evaluate, evaluate, evaluate,..................................................................................... 7
Total Physical Response: A Curriculum for Adults
English Language and Literacy Center, St. Louis, MO 63105-3323
ii
August 8, 2003 Margaret B. Silver/Barbara Adelman/Elisabeth Price
16
Problems and cures: A. Lack of an immediate student response......................................................... 7 B. Are you modeling and demonstrating...
A Curriculum for Adults ©
By Margaret Silver, Barbara Adelman and Elisabeth Price English Language and Literacy Center, St. Louis, MO 63105
Total Physical Response: A Curriculum for Adults
English Language and Literacy Center, St. Louis, MO 63105-3323
i
August 8, 2003 Margaret B. Silver/Barbara Adelman/Elisabeth Price
table of contentsIntroduction .......................................................................................................................... 1 The “why” and “how” of tpr ................................................................................................. 1 How to teach using tpr .......................................................................................................... 3 tpr’slimitations..................................................................................................................... 3 1 2 3 4 5 6 7 TPR and the syllabus................................................................................................. 3 Class size .................................................................................................................. 3 How many newvocabulary items in one lesson? ....................................................... 3 Ask for/expect no oral participation........................................................................... 3 Using consistent imperatives ..................................................................................... 3 The lesson/steps 1, 2 and 3........................................................................................ 4 Getting ready: A. Set learning goals for teacher and students........................................................... 4 B. Memorize your script .......................................................................................... 4 C. Use your normal intonation, rhythm & stress....................................................... 4 8 Practiceyour first lesson in front of a mirror! ............................................................ 5 A. You say: .............................................................................................................. 5 B. You pantomime:.................................................................................................. 5 9 LESSON procedures (for each new language unit).................................................... 5 A. model .................................................................................................................. 5 B. Say and Practice .................................................................................................. 5 C. Randomize theimperatives.................................................................................. 5 D. Individual response at random/evaluation ............................................................ 6 10 11 12 13 14 15 Predictability as a teaching tool ................................................................................. 6 Consistent modeling ................................................................................................. 7 One-step additions to thesyllabus ............................................................................. 7 Maintain all steps in the teaching sequence................................................................ 7 Vocabulary choice..................................................................................................... 7 Evaluate, evaluate, evaluate,..................................................................................... 7
Total Physical Response: A Curriculum for Adults
English Language and Literacy Center, St. Louis, MO 63105-3323
ii
August 8, 2003 Margaret B. Silver/Barbara Adelman/Elisabeth Price
16
Problems and cures: A. Lack of an immediate student response......................................................... 7 B. Are you modeling and demonstrating...
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