Total Physical Response (TPR) (VII HO12)

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Section VII-3 Handout 12 Em~owerina ESOL Teachers: An Overview @ It deals with real-life situations. @ It gives instant feed-back to the teacher. ~ k starts with the imperative. Strengths: O Provides a low affective filter. ~ High motivational level. 0 High retention. @ Good for non-native English students @ Immediate knowledge of results. ~ Useful with all age levels. 0 Very flexible. ~ Consistent with other natural approaches. References: Asher, J. (1988). Learning another language through actions: The complete teacher> guidebook. Los Gates, CA: Sky Oaks Productions, Inc. Law, B. & Eckes, M. (1990). The more than just surviving handbook. E5L for every c/assroom teacher. Winnipeg, CANADA: Peguis Publishers Limited. McCloskey, M. L. (1990j. Integrated language teaching strategies and inte grated thematic units. Atlanta, GA: Educo Press. Illustrations of Total Physical Response Activities: The Pointing Game With a small group of students, use a collection of pictures such as those one might find in a mail order catalog to reinforce concepts that have been taught. Ask students to point to various specific body parts (a head, an arm), to colors (something green~, or to items of clothing (a dress, a sweater). Identifying Emotions After the class has acquired simple commands such as “cry” or “laugh,” pictures can be placed across the front of the room of people clearly demonstrating such emotional reactions. Students can be asked to take the picture of a person displaying a specific reaction (someone crying, someone laughing). Later this same procedure can be extended to other kinds of descriptions of emotions, perhaps more subtle ones [someone who is sad, someone who is angry). Dress the Paper Doll A large paper doll man, woman, or child with a set of clothes can be made and mounted on a bulletin board. Velcro can be used to make the paper clothes stick to the figure. Students are then asked to place various items of clothing on it. Concepts such as checked, polka dotted, and striped can be taught in the same manner along with a variety of fabrics and textures, different kinds of materials can be cut in the shape of the paper clothes and glued to them. Manipulating Rods Rods of various colors such as those used in Gattegno’s Silent Way can provide realia for teaching numbers, spatial relationships, colors, and the like (take the b/ue rod, take three red rods, put the blue rod beside the red rod and give it to the teacher]. 142 VII.Integrating Language and Literacy
Empowering ESOL Teachers: An Overview Section V.U.3 Handout 12 Working with Shapes Another idea is to cut squares, rectangles, triangles, and circles out of various colors of construction paper and distribute them to the students. Shapes (hold up the triangle), colors (hold up the green triangle), and numbers (hold up three triangles) can be taught or reinforced. Ordinal numbers can also be introduced by placing several shapes in various positions along the chalkboard. A student can be asked to place the green triangle in the third position or the eighth position. For example, each student in the class can then be given a small box of crayons or colored pencils and a handout with rows of squares, rectangles, triangles, and circles drawn on it. Commands such as “Find the first row of circles. Go to the fifth circle, Color it red” can be given to reinforce not only the shape, but the ordinal number and the color. written recipe. An extra large version to which you and the students can refer can be placed at the front of the room. While you or a student reads the recipe, other students can measure, mix the ingredients, and so on. As a follow-up, students can bring in favorite recipes to share, These can be put together to form a class recipe book to which others can be added. As a follow-up, students can cut out of old magazines pictures of objects that have shapes similar to those mentioned above. Another follow-up might be to have students cut the various shapes from colored poster board, newsprint, or wallpaper. Have them arrange the shapes into a collage. Following Recipes At much later stages, making holiday rice cakes, baking valentine cookies, or preparing enchiladas can provide a TPR experience and can also involve students in the cultures of other countries and those within the United States. First display all the ingredients for any given recipe and introduce each item, one by one. Then present each student with a Excerpted frem: Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language classroom- - from theory to practice, White Plains, NY Longmans, Inc., pp. 76-78 Reprinted with permission. VII. Integrating Language and Literacy 143
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Total Physical Response (TPR) (VII HO12)

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