This presentation deals with the multi-sensory approach for language teaching (built on James Asher’s method of TPR ) and gives an example on how to imply this in your calssroom.

1. By Inna Lazarchuk

2.  An ideal supplement for any main coursebook
or teaching material for children aged 9-13
 Language learning takes place in a joyful
atmosphere
 The development of receptive skills (listening)
goes before the productive skills (speaking)
 Children learn by what they hear, see and do
(combination of listening,
demonstration/movement and visual anchors )

3.  The basis is the multi-sensory approach for language teaching
(built on James Asher’s method of TPR )
 When pupils acquire new information, it comes to them through
their senses: they learn from what they see, hear and actually do.
 When we are processing information, thinking or remembering,
our visual, auditory and kinaesthetic neurological systems are
activated.
 Our memory of vocabulary works associatively. Corresponding
forms of presentation, processing and practice are essential for
building an effective active vocabulary.
 Stories carry a strong motivation and stay well-anchored in the
learner’s memory.

4.  Choose the story, prepare the flashcards for
multi-sensory introduction of vocabulary, print
practice worksheets
 Settle the context - activate your students.
 E.g. Topic “My daily routine” –
Story “Off to school”

6.  Present pictures. Name them or brainstorm the words that are
associated with drawings.
 Anchor each word with hand gesture, mime or movement.
 Repeat several times, changing the procedure.
 Present the written form of each word. Play games (words –
numbers, jumbled letters).
 Children close their eyes. Pronounce the words. They repeat after
you and try to visualise the objects. (use voice variations)
 “Read my lips”
 What is missing?
 Remove all cards for children to name all the words from memory
(they can point the spot on the board)

8.  Introduce the story using a combination of voice and mime.
Children imitate you silently
 Children demonstrate their comprehension be performing
gestures as you tell the story (teacher shouldn’t make any
movements this time)
 Give sentences in jumbled order – test children’s comprehension.
 Use the picture worksheets.
Read the sentences in jumbled order
for learners to point.
 Read one more time in jumbled order
for students to number the pictures.
 Check how well students did.

9.  Reconstruct by first letters.
 First do it orally with mime and
gestures.
 Divide them into pairs or let them
individually reconstruct the story
in a written form.
 Use a variety of techniques to work
with the story
 Scrambled sentences
 Putting the story back in order
 Puzzle

10.  From reproduction to production
Once you have intensively practised a story with your learners, you
may ask them to give commands in your place. They can do this in
pairs, groups or teams.
 Creative production: a model
Challenge your students to come up with creative ideas as to how the
model could be changed.
It’s a good step for creative story-telling!

11. 1. Asher J. (1988) Learning another language
through action
2. Gerngross G., Puchta H. (1996) Do and
understand