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TOTAL PHYSICAL RESPONSEAND TPR STORYTELLING
Language Learning through Action
Mary Lou McCloskey
April, 2015
Handouts and resources: www.mlmcc.com
Make Your Own Little Book
James Asher first used TPR
Seven steps
1. Preparation
2. Demonstration
3. Whole group demonstration
4. Written copy
5. Oral repetition and questions
6. Student demonstration
7. Pair practice
pencil
pen
paper
friend
First Day RapShow me a pencil.
Show me a pen.
Show me some paper.
Show me your friend.
Point to the window.
Point to the door.
Point to the table.
Point to the floor.
Raise your hand high
Take it down.
Show me a smile.
Never a frown
Show me a pencil.
Show me a pen.
Show me some paper.
Show me your friend
In what situations might you use TPR?
Situations for TPR and TPRS• map activities• science experiments• math with manipulatives,
like Cuisinaire rods• Math procedures• cooking• jump-rope rhymes and
other outdoor active games
• story songs with actions• action games, such as
“Simon Says”
• construction: paper folding, building, shop
• drawing and other art activities
• sports and outdoor games
• pointing to pictures and other visuals in textbooks, posters, picture books or wordless books
• classroom routines and procedures
Watch a Football GameIt's time to go to the football game. Put on your jacket and hat.Climb up the bleachers. Sit down.Our team just scored a goal. Stand up and yell, “GOAL!”The other team is making a corner kick. Look scared. It didn’t go in. Sigh in relief.You’re hungry and thirsty. Go to the concession stand.Point to the soda and popcorn. Pay your money.Go back to your seat.Oh, no! The other team just made a goal. Cry.Oh, no! A forward fell down. Look worried.She’s okay. Smile.Our team scored again! Yea! Jump up and down! One minute left.... Yea! We won! Clap!
Tell the story. Use all of the words below:
PresentSailboatThere are wavesSailboatMake a planPack your suitcase Go on the tripPractice with a sailboatGood sailor, bad sailorIs ready/is not ready Turns around.Finally
Happy sailing!
How to Wash Your HandsTurn on the water.
Wet your hands.
Turn off the water.
Put soap on your hands.
Rub your hands all over.
Sing a song for 30 seconds.
Stop rubbing.
Turn on the water.
Rinse your hands.
Turn off the water.
Shake your hands.
Get 1 towel.
Dry your hands.
Use your towel to open the door.
Throw the towel in the trash.
TPRS - TEACHING PROFICIENCY THROUGH READING AND STORYTELLING
TPR Story-telling
TPR Storytelling
•Step one: Establish meaning•Step two: spoken class story•Step three: reading
• Class reading• Free voluntary reading• Shared reading• Homework reading
Techniques
1. Circling
2. Staying in bounds
3. Slow
4. Comprehension checks
5. Pop-up grammar
6. Personalization
7. Teach to the eyes
Circling• Asking a series of questions about a statement, using
repetition with variations. Usually short-answer questions.
Circling• Statement• Teacher: Class, Martin knows how to make smores!• Students: Ooooh!• "Yes" question• Teacher: Does Martin know how to make smores?• Students: Yes.• Either/Or question• Teacher: Does Martin know how to make smores or pizza?• Students: Smores.• "No" question• Teacher: Class, does Martin know how to make pizza?• Students: No.• "Wh" question• Teacher: Class, what can Dave make?• Students: Smores!
Staying in Bounds• Use words that all the students have already learned• Cognates• Proper nouns that the students know• If a teacher does say something out-of-bounds, make it
comprehensible immediately. • This makes a class 100% comprehensible
Slow
• Even when students know the words, they process them slowly
• Teachers give learners time to process the language• Spaces between words• Teacher can slowly increase the speed as students
become familiar with the language structures.• Go slow enough for your “barometer student” to follow
Comprehension Checks
• Time out sign• Signals, e.g. finger count, thumbs• What does ______ mean? • What did I just say?
Pop-up Grammar• Very short grammar explanations about the learning at
that moment.• Brevity keeps focus on meaning.
Pop-up Grammar
Remember:
-s on a noun means more than 1
smore smores
-s on a verb means only 1 (in 3rd person)I make smores
you make smores
she/he makes smores
We make smoresYou make smores
They make smores
Personalization• Makes language interesting and meaningful for learners• Ask questions about students and their lives using target
language• Talk about celebrities or others students know
Personalization• What do you know how to make? • Who is your friend?• What sport do you like?• Did you ever go to a game?
Teach to the Eyes
• Connect to students while talking to them in the new language
• Look students directly in the eyes while speaking• Focus on an individual student and talk to them directly.
Then move on to another.• Keep tone conversational and interesting.• Students’ eyes will reveal if they understand
MORE CLASSROOM EXAMPLES
TPR for Intermediate and BeyondTPR for Intermediate and Above
See: Seth Lindstromberg’s Article on TPR for metaphorical language http://www.hltmag.co.uk/sep01/lind.htm
How to make TPR usable at intermediate level and above? • Move from the literal to the metaphorical
(e.g., snap your fingers -> a snap decision.) • For instance, the literal meaning can be introduced on one
day, reviewed latter in the same lesson, reviewed the next lesson (on another day), and then a metaphorical use can be introduced in the/a lesson after that (on yet another day).
TPR for Intermediate and BeyondLiteral Metaphorical
Shrug (shrug off an insult)
Spin (My head was spinning, in a spin)
rock (rock the boat, be rocked by bad news)
Bend over bend over backward to help someone)
scratch ((scratch the surface of an issue)
stretch (stretch the truth)
squeeze (a financial squeeze)
seize (seize an opportunity)
swing (mood swings)
shake (shaken by the news)
flinch (flinch from a responsibility)
wriggle (wriggle out of a responsibility)
Rosa Parks Changes Things
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Rosa Parks TPR
Build background, e.g., “fair”
Read aloud and clarify as possible
Act out the story to TPR script
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The driver was driving the bus. (Our
“driver” had a hat and steering wheel.)
Rosa got on the bus. (She did it.) She paid the driver. (Rosa mimed this.)She was tired. (She made a "tired" face
and body language.)She sat down. (She did so.)Other people got on the bus and paid.
(They did so.)They sat down. All the seats were full. A white man got on the bus. He paid the driver.He looked for a seat. All the seats were full. Rosa Parks
TPR
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He saw Rosa. She was black. He was white. He said, "Stand up." (The students deliver
their characters’ lines by repeating them after the teacher.)
She said, "No." He said, "Stand up!"She said, "No.' He went to the bus driver.He told the bus driver, “She won’t stand
up.”The bus driver stopped the bus.
(Passengers and driver can “lurch.”)The bus driver went to Rosa.The bus driver said "Stand up."
Rosa Parks TPR by Liz Bigler
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Rosa said, "No." The bus driver called the police. The police came. The police arrested her (gently pull the
arms behind the back for "handcuff"action). The black people in that town were angry. They were angry because Rosa Parks was
arrested. She broke the law. They thought the law was not fair. They thought the law was bad.They decided to try to change the law.
Rosa Parks TPR by Liz Bigler
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Martin Luther King helped.
He said, “Don’t ride the buses!” Black people didn’t ride the buses.They walked and drove cars.They helped each other. They didn’t ride the buses for a year!The bus company was sad.When the people get on the bus, they pay
money.The bus company didn’t get money from
any black people.The law finally got changed. The black people could sit down.They didn’t have to stand up for a white
person. Rosa Parks TPR by Liz Bigler
Rosa Parks Changes Things
by Ms. Bigler’s Class
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A long time ago, in Alabama, there was a bad law. People who were white sat in the front of the bus. People who were black sat in the back of the bus.
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One day, Rosa Parks got on the bus.
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She had worked hard all day. She sat down in an empty seat in the front. She was tired. And she was tired of a law that wasn’t fair.
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A white man got on the bus. He told Rosa to give him her seat.
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The man told Rosa to give him her seat. Rosa said, “No.”
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The man complained to the bus driver.
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The bus driver called the police
49The police took Rosa to jail.
The people of Alabama were tired too. Dr. King said, “Don’t ride the bus.” So they all walked. And when they could, they gave other people a ride.
The bus boycott lasted for over a year. The bus company wasn’t making any money.
The judge said, “This law isn’t fair. Change it!”
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So Rosa Parks and all the other Black people could ride the bus and sit anywhere they wanted to.
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Literature to get along, solve problems, and
achieve goals
Abiyoyo
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Strategy: Story Retelling Kindergarten students listened
to the story, acted it out in a storytelling center
Students were assigned a scene of the story to illustrate.
Students dictated their sections of the story.
Student-made book was bound and put in classroom and read often
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Come Back!Exit Ticket
Tell your elbow buddy: • What will you return to?• How will you use TPR/TPRS?
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Activity:
• Compare the three sets of instructions. • Think: What helps to make oral input
comprehensible?
Jak Udêlat knížku
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Demonstration:
• What helped you to understand the instructions?
• What did not help, or got in the way?
Jak Udêlat knížku
How to Make a Book
Written CopySledujte měPapír.Přeložte.Přeložte papír jednou, dvakrát, třikrát.Otevřete.Přeložte ho jako hamburger.Přeloženou část dejte nahoru. Roztrhněte do poloviny.Zase to celé otevřete. Přeložte to jako “hot dog.”Podívejte se dírou.Zatlačte.A máte malou knížku.
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Use a Little BookPossible activities to use with your little book:• Read aloud• Chant• I have, who has?• Content graphic organizer• Act it out
