(TPR) full body representation Teaching Method

Address: http://blog.csdn.net/fenglibing/archive/2007/02/04/1502223.aspx

This is an introduction to the full body representation teaching method.

• Where does it come from?
• How to use it in the classroom?
• When should I use it?
• Why should I use it in the classroom?
• Some useful alternatives
• Is there anything bad about TPR teaching?

ComeWhere?
TPR indicates the whole body, which was invented by James J Asher. This is based on how children learn their mother tongue. The parents and children can communicate with each other in "Body Language". The parents approve the contact and the child uses the body to respond to the contact. My parents say, "Look at my mom" or "give me the ball", and the child will do what his parents say. This conversation may last until the child can speak on his or her own. Even during this period, the child can say that the child is also receiving the language from the voice and the parent. When a child can understand enough language, the child will naturally create a language. TPR is expected to put this effect in the children's language learning class.
 

InHow to use it in the classroom?
In the classroom, teachers play the role of parents. She speaks a word ("jump") or a phrase ("look at the blackboard") and demonstrates the action. Then the teacher said the command and asked all the students to demonstrate the action. After several repetitions, the teacher can ask the students to follow the word while performing the action to consolidate the word. When they have enough confidence in the word or phrase, you can ask them to guide each other or guide the entire class.

If the students stand in the teacher's week and circle it, the effect will be better. You can even encourage them to move around when they do this.

 

WhatWhen should I use?
TPR can be used for teaching and practice many things.

• Words related to movements (smile, cut, headache, body swing)
• Past/present/future status and continuity status (I gargle every morning, tidy up the quilt, and have breakfast)
• Classroom Language (Open Book)
• Command/instruction (stand up, close your eyes)
• Storytelling

 

It can be applied to all teaching environments. You only need to make full use of your imagination!

IsWhat should I use in the classroom?

• This will be very interesting. Students like it very much and it will make your class very lively. It can improve students' efficiency and mood.
• Easy to remember. It is helpful for students to remember phrases or words.
• It is very good for motion learners who wish to be able to perform activities in the classroom.
• It can be used in large and small classrooms. The number of students in the class is not a problem. As long as you are ready to guide them, they will follow your ideas.
• Hybrid competence classes can play a good role. Body movements can be effectively interspersed in meaning so that all children can use the target language.
• There is no need for many preparation or materials. As long as you know what you need to demonstrate (the test can help), you don't need to spend much time preparing.
• It is also very effective for teenagers and young students.
• This includes learning at the same time.

Some useful alternatives
When using TPR, I first asked the students to do those actions, then I did the exercises and trained them and gave them the opportunity to practice with voice. Now they are ready to send commands to their peers.

One of the games I like to play is to organize the students and sit around me. I say a word, and the children who finally make the moves will be invited out. He will stand behind me and watch the last active child. Finally, there will be only one child, and she will be the final winner.

You can expand it, just like playing Simon Says. This time, when you send commands, students only do this when they hear you say "Simon says. I may say, "Simon says, 'breads'," or "trademark and onion", and students must do that. Then, if I say "stir up eggs", students cannot perform this action. If a student does this, he has to go out and see other students make such a mistake.

EnableIs there anything bad about TPR teaching?
 

• Failed students may feel embarrassed.
  This may happen at the beginning, but I have found that if the teacher is ready to perform the action, the student will be very happy to imitate the action of the teacher.
  All the students are in the group, so it is unnecessary for all the children in the class to do so one by one. This is also the joy that children leave to their teachers.
• It is only suitable for students who are new to learning.
  Obviously, although it will be more useful in elementary teaching because it is well integrated into teaching, I also use it to successfully communicate with intermediate and advanced levels, so you need to adapt to the language.
  For example, it helps me teach senior students 'walking method' (toddler, twenty, toe tip) and teach media students to cook verbs (fl, stir, stir ).
• You cannot use it to teach everything, and if you use it too much, it will become repeated.
  I totally agree with you, but it combines other methods and technologies to change the motivation and pace of the course and make it a successful and interesting teaching method.