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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 AdultsiAugust 8,2003English Language and Literacy Center, St. Louis, MO 63105-3323Margaret B. Silver/Barbara Adelman/ElisabethPrice table of contents
Introduction 1
The “why” and “how” of tpr 1
How to teach using tpr 3
tpr’s limitations 3
1 TPR and the syllabus 3
2 Class size 3
3 How many new vocabulary items in one lesson? 3
4 Ask for/expect no oral participation 3
5 Using consistent imperatives 3
6 The lesson/steps 1, 2 and 3 4
7 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 Practice your 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 the imperatives 5
D. Individual response at random/evaluation 6
10 Predictability as a teaching tool 6
11 Consistent modeling 7
12 One-step additions to the syllabus 7
13 Maintain all steps in the teaching sequence 7
14 Vocabulary choice 7
15 Evaluate, evaluate, evaluate, 7
Total Physical Response: A Curriculum for AdultsiiAugust 8,2003English Language and Literacy Center, St. Louis, MO 63105-3323Margaret B. Silver/Barbara Adelman/ElisabethPrice
16 Problems and cures:
A. Lack of an immediate student response 7
B. Are you modeling and demonstrating sufficiently? 8
C. Are you maintaining your pacing 8
D. Some students are parroting teacher aloud. 8
E. Is your language “clean” of all commentary 8
F. Are all the students focused? 8
G. Is the lesson too long? 8
H. Is the lesson too short? 8
I. Is the lesson too easy? 8
J. Is the lesson too difficult? 8
K. “They’re bored!” Who’s bored? 8
L. Beginning students feel very insecure 9
S C R I P T S:
1: The Room and numbers 1-1
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