Total Physical Response (TPR) is a language teaching method where instructors give commands in the target language and students respond through physical actions. The teacher plays an active role by directing students as actors, while students primarily listen and perform actions. TPR is advantageous because it is fun, easy to prepare, good for vocabulary learning, works for large classes, and has no age barriers. However, it risks overuse and is limited compared to other methods.
Among all language teaching methods, here we have Total Physical Response, as the method which believes that certain commands linked to actions by the listener may result in learning.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
Among all language teaching methods, here we have Total Physical Response, as the method which believes that certain commands linked to actions by the listener may result in learning.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
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The Direct Method
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Research plan draftImportance of Students’ interaction in the .docxdebishakespeare
Research plan draft
Importance of Students’ interaction in the school
Area of Focus
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning.
This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem –interest
There is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class.
The interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers.
another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing.
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
3
Problem-background
Majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something.
This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all leve ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2. DEFINITION OF TPR
Total physical response (TPR) is a
language-teaching method developed by James
Asher, a professor emeritus of psychology at
San José State University. It is based on the
coordination of language and physical
movement. In TPR, instructors give commands
to students in the target language, and students
respond with whole-body actions and vice-
versa.
3. • Learners in Total
Physical Response have
the primary roles of
listener and performer.
Learner
roles
• The teacher plays an active
and direct role in Total
Physical Response. "The
instructor is the director of a
stage play in which the
students are the actors".
Teacher
roles
4. Advantages
1. It is fun and easy
2. It does not require a great
deal of preparation on the part
of the teacher.
3. It is a good tool for learning
vocabulary.
4. Class size does not need to be a
problem.
5. There is no age barrier.
6. Simulation Methods (Simulation
Methods)
learning Procces using simulation methods
tend the object instead of the actual object or
activity, but the activity that pretend to teach.
The method is usually carried out by high-
grade student at this school can be used in a
learning group. In this method students are
invited to play some of the behaviors that
correspond to the learning objectives.
7. Play a role (role playing). In the process of
learning the game put the pattern in the form
of dramatization. This simulation focuses for
students to remember.
The game simulation (simulation games). Play
a role in student learning in accordance with
the role given to him.
THE TYPES OF
SIMULATION
METHODS:
9. THE ADVANTAGES OF
SIMULATION METHODS:
• Students can interact and communicate within
groups.
• Students are directly involved in the learning
activities of students is high enough so that,
• Familiarize students understand social problems.
• Positive personal relationships between students in
the group.
• Can excite the imagination.
• Communicative relationships and work in teams.
10. THE DISADVANTAGE IN THE
SIMULATION:
• Requires a relatively long time.
• Rely heavily on student activity.
• More likely to require use of learning
resources.
• Many students do not like this method.
