in Learner –Centered Classrooms Using TPRS in Learner –Centered Classrooms Mansour Wahby

Session A Introduction The difference between TPR & TPRS Steps of TPRS Key Factors of TPRS TPRS Demo Lesson

Total Physical Response Storytelling TPR & TPRS Total physical response Dr. James J. Asher Professor of psychology Total Physical Response Storytelling Blaine Ray Spanish Teacher

TPR & TPRS Both rely on the following two assumptions; When learning a second language, language is internalized through a process of codebreaking similar to first language development. 2. The process allows for a long period of listening and developing comprehension prior to production.

James J. Asher's TPR system personalizedfunny stories Blaine Ray James J. Asher's TPR system personalizedfunny stories to help students apply the words learned. Teaching Proficiency through Reading and Storytelling

TPRS Key Factors Humour Personalization Comprehensible input Personalization Humour Using the language as a means to get to know students and to get them interested in the message is an effective way of delivering input that is both comprehensible and interesting

TPRS Key Factors Humour Comprehensible input Personalization Humour Personalization can be accomplished by asking students simple questions about their lives in the target language and also by the inclusion of celebrities known to the students.

TPRS Key Factors Humour Personalization Comprehensible input Using humorous stories lowers what Krashen calls the "affective filter," or the part of the brain that becomes self-conscious when trying to speak or learn a new language.

TPRS Key Factors Humour Personalization Comprehensible input Acquisition The TPRS method is built on the attempt to teach language while students are enjoying themselves. Thus the method purportedly results in "language acquisition" as opposed to "language learning" which, in the traditional sense, involves a format that includes teaching grammar and drilling.

All TPRS Key Factors help interaction to take place authentically. Comprehensible input Personalization Humour The Communicative approach focuses on interaction in the classroom, so that students are ready for interacting in the real world. All TPRS Key Factors help interaction to take place authentically.

Read and discuss the story TPRS Steps Establish Meaning Ask (not tell) a story Read and discuss the story

TECHNIQUE Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 The teacher says the commands as he himself performs the action. Step 2 The teacher says the command as both the teacher and the students then perform the action. Step 3 The teacher says the command but only students perform the action Step 4 The teacher tells one student at a time to do commands Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences.

TECHNIQUE Step 1 The teacher says the commands as he himself performs the action. Step 2 The teacher says the command as both the teacher and the students then perform the action. Step 3 The teacher says the command but only students perform the action Step 4 The teacher tells one student at a time to do commands Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences. Step 1 The teacher says the commands as he himself performs the action.

TECHNIQUE Step 2 The teacher says the command as both the teacher and the students then perform the action. Step 3 The teacher says the command but only students perform the action Step 4 The teacher tells one student at a time to do commands Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences. Step 2 The teacher says the command as both the teacher and the students then perform the action.

TECHNIQUE Step 3 The teacher says the command but only students perform the action Step 4 The teacher tells one student at a time to do commands Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences. Step 3 The teacher says the command but only students perform the action

TECHNIQUE Step 4 The teacher tells one student at a time to do commands Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences. Step 4 The teacher tells one student at a time to do commands

TECHNIQUE Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students. Step 6 The teacher and student allow for command expansion or produces new sentences. Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students.

TECHNIQUE Step 6 The teacher and student allow for command expansion or produces new sentences. Step 6 The teacher and student allow for command expansion or produces new sentences.