x x
7. Procedure of Teaching
Asher in Richard and Rodgers, 2001: 77-78 provides a lesson-by- lesson account of a course taught according to TPR principles, which serves as a
source of information on the procedure used in TPR classroom, the course is for children at junior high school. The four steps in this course are as follows: a
Review This is a warming-up step. The purpose is to check students’
understanding about the previous lesson and to warm-up the students’ readiness in new material before they really enter the new material.
b New Command Here, the teacher introduces some new vocabularies related to the
theme and based on the school’s curriculum, such as: Take a cup
Pour the hot water on a cup Wash your hands
Hold the phone holder Give me a glass of water
Don’t walk on the floor Next, the teacher asks simple question which the students can
answer with a gesture, such as pointing to something or someone. c Role reversal
Students readily volunteer to utter commands that manipulate the behavior of the instructor and other students.
d Reading and Writing The teacher writes on the whiteboard each new vocabulary item
and a sentence to illustrate the item. Then, she reads each item and acts out the sentence. The students listen as she reads the material. Some copy the
information in their notebook. It is almost similar to the principles of TPR, as follows:
a The teacher says the command and he himself performs the action. b The teacher says the command and both the teacher and the students, then
perform the action. c The teacher says the command but only students perform the action.
d The teacher tells one student at a time to do commands.
x x
e The roles of the teacher and students are reversed. Students give commands to the teacher and other students.
f The teacher and students allow for command expansion or produce new sentences http:edweb.sdsu.edupeoplejmoraalmmethods.htm, in May
2010.
8. Some Strengths and Weaknesses of Total Physical Response
There are some strengths of TPR, as follows: a It is fun an easy. Students will enjoy getting up of their chairs and moving
around. b Simple TPR activities do not require a great deal of preparation on the part
of the teacher. However, some other more complex applications might. c According to Asher “TPR is aptitude-free”. It is inclusive working well
with a mixed ability class. d It is good for kinaesthetic learners who need to be active in class.
e It is a good tool for building vocabulary. f It is memorable. Actions help strengthen the connection in the brain.
g Class size need not be a problem. h According to Asher “TPR seems to work effectively for children and
adults. There is no age barrier.” http:www.statemaster.comencyclopediaTotal-Physical-Response
Advantages, in January 2010. Besides, Asher identifies some strengths of TPR as follows:
a It is successful with children and adults learning any language. Second, it has the following three strong features, they are:
1 High-speed understanding of any target language. 2 Long-term retention.
3 Zero stress b It
is enjoyable
for teachers
as well
as students
www.tpr- world.combenefits.html, in January 2010.
x x
Besides the strengths, TPR also has its limitation as follows: a Whilst it can be used at higher levels, TPR is most useful for beginners. It
is also at the higher levels where preparation becomes an issue for the teacher.
b Students are not generally given the opportunity to express their own thoughts in a creative way.
c It is easy to overuse TPR. “Any novelty, if carried on too long, will trigger adaptation.” Asher writes, “No matter how exciting and productive the
innovation, people will tire of it.” d The teacher may find that it is limited in terms of language scope. Certain
target languages may not be suited to this method. e It can be a challenge for shy students.
http:www.statemaster.comencyclopediaTotal-Physical-Response Disadvantages, in January 2010.
D. Rationale
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