TOTAL PHYSICAL RESPONSE. II

             

                                                                   Yadira Cano Gómez.

                                                                 Liliana Morales Meléndez

                                         

                                                          

                                                                  

TOTAL PHYSICAL RESPONSE

TPR was developed by James Asher, is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity.
APPROACH	DESIGN	PROCEDURE
TPR reflects a grammar-based view of language. Asher views the verb in the imperative as the central linguistic motif around which language use and learning are organized. Retracing can be done verbally and in association with motor activity. Ashes elaborated a theory with these hypotheses:        The bio-program. There exists a specific innate bio-program for language learning which defines an optimal pat for first and second language development.                   The brain lateralization. It defines different learning functions in the left and right brain hemispheres.         Reduction of stress. An affective filter intervenes between the act of learning and what is to be learned; the lower the stress, the greaterthe learning.	OBJECTIVES The general objectives are to teach oral proficiency at a beginning level and then, basic speaking skills.	Ashes provides a lesson-by-lesson account of a course taught according to TPR principles, which serves as a source of information on the procedures used in the TPR classroom. The sixth class in the course proceeded in the following way:        Review:  Is a fast-moving warm-up in which individual students were moved with commands.        New commands: these verbs are introduced; wash, look for, hold, comb, brush, rectangle, triangle, quickly, slowly, toothpaste, toothbrush, teeth, soap and towel.         Role reversal: students readily volunteered to utter commands that manipulated the behavior of the instructor and other students.         Reading and writing: the students listened as he/she read the material. Some copied the information in their notebooks.
	SYLLABUS The use of a sentence-based syllabus, with grammatical and lexical criteria. Grammar is thus taught inductively.
	LEARNING ACTIVITIES Imperative drills are used to elicit physical action and activity for learners. Other class activities include role plays and slide presentations of everyday situations.
	ROLES OF LEARNER Listening and performing. They listen attentively and respond physically to commands given by the teacher. Learners monitor and evaluate their own progress.
	ROLES OF TEACHER Teacher plays an active and direct role, he/she decides what to teach, who models and presents the new material and selects supporting materials for classroom use.
	ROLE OF MATERIALS Lessons may not require the use of materials, since the teacher´s voice, actions and gestures. Later, the teacher may use books, pens, cups, furniture. As the course develops he/she will use pictures, realia, slides and word charts to support teaching points.